From the Orig Eal Docuqen * * ********* S DEPARTMENT of HEALTH

D ODIDT BESODE

ND 167 263 NS 010 0115 4 AUTHOR O'Connell, Dorothy, Ccap.; And Others. TITLE Research Relating to Children. Bulletin 39: March 1977-August 1977. INSTITUTION ERICclearinghouse on Early Childhood Education,, Urbana, Ill. ,PONS AGENCY Children's BureauDREW), Washington, D.C.1 Off ceof - Child Nlvelopient DREW) biadhington, LC. PUB DATE Aug 77 CONTRACT OCD-CB-02 NOTE 205p. AVAILABLE FRO Superintendent of Docuxents, O.S. Government Printing Cffice, Washington, rl.c. 20402(Stock N 017-092-0025-10 MOO)

EDES PRICE ME-$0.83 HC-$11.37 Plus Postage. DESCRIPTORS Adolescents; *Annbtated Bibliographies; Child Abuse; *chilt Development; *Children: Cultural FaCtors; Delinquency: Educational Neseardh; Exceptional Child Research; Family Felationship;' BealtILServices; infant Behavior;Acbgitudinal Studies; *Research Methodology; *Research Projects; Sdcial Services; Socioeconomic Influences

'ABSTRACT. This bulletin includes reports of research which were In-progress or had just been cqmplete&in'the period- frca March 19771 through 'August 1977. Each entry includes infcrmation concerning the investigator, purpose, subjects, methods, duration, cooperating grcup6.. and findings (if available). Thereports are listed'under several topical.headings:-,(1) Long-Tern Research,(2) Groith and 'Development, ,(3) Special Groups .of Children,(4) The ChildvinAthe Family, (5) Socioeconomic and COltural factors,v46Y Education41 .Factors and Services, j(7). Social 'Services, and (8)Health Services. In addition to the reports on:tesearch, a selective bibliography on cognitive aspects of reading and mathematics learning is included These references pertain to the ways ir which cognitivedevelopment, cognitive processes, and cognitive styleinfluence reading and mathematics learning. References include ERIC dccumenti; curnal articles, and dissertations. (RH)

**** ************* ****** ***** ********* Reproductions supplied hp ED RS are the, best hat. car made, * from the orig eal docuqen * ********* ********** *************** S DEPARTMENT OF HEALTH. EDUCATION L WELFARE ESEARCH NATIONAL IIJSTITUTE OF EDUCATION OnEuMf NT HAS BEEN REPRO- YAr TL Y AS FiECEIVED FROM P( N H OW OPOANIZATION 1.01N T','OF VIEW OR hPINiONS II noNorNV( r Y urr,14r, RELATING IONAL INiillUtl .rlhjp()%11 ION TIP POLICY CZt CHILDREN

Bulletin 39

[Prepared hs

Dorothy O'Connell Sandra Bajjalieh Julianne Lee Chariton

March 1977 August 1977 Cin

ERIC 'Clearinghouse on Earl) Childhood Education

For sale by the Superintendent of Documents, U. S. Government Priming Office, Washington, D.C. 20402 NOTES: Reearch 'hildren is prepared lw the NRIC Cleariughouston Earl:, Childhood Education under the direction of Lilian G. Kau, Ph.D. Investigators who wish)to submit abstracts of their research projects should addressLorre- spondence to

Rt.rtttre/i Relating to Children ERIC Clearinghouse on karlv Childhood Fdticati UniversitV of Illinois 805 West Pennsylvania Avenue Urbana. Illinois 61801

Research Relating to Children. Bulletin 39 was prepared by the ERIC Clearing- house on Early Childhood Education PursuanttoContract OCD-CB-02, Children's Bureau, Office of Child Development, U. S. Department of Health, Education, and Welfare. CoptractaiS undertaking such projects under Govern- ment sponsorshio are 'encouraged .to exprLs freely their judgment in proles- Nional and technical matters. Points of view or opinions donot, therefore, necessarily represent official Office of Child Development position or policy.

11 PREFACE

Research Relating to Children, Bulletin 39 includes reports of research in progressof recent!-' completed research. With the exception of the section on Long-Term Research!, it does i'repeat studies included in Bulletins I through 38 even though they are still in progress. This issue; therefore, does not reflect all research relating to children, but only research reported to us from March 1977 through August 1977. In addition to reports of current research, Bulletin. 39 contains, Cognitive Aspects of Reading and Mathematics Learning: A Bibliography, which updates previous ERIC Clear- inghouse on Early Childhood Education bibliographies on the subject. The bibliographic sources include ERIC documentS, journal articles, and dissertations that we hope you will find useful. Publication references and plans are cited in the abstracts of research in the bulletin. The Clearinghouse, however, does not maintain information on the publications of the investigators. If you wish to obtain further details about rny of the projects, please check professional journals in the appropriate field OT write directly to the investigator. We wish to thank investigators who have submitted reports of their research and ['hose who have informed us of other studies. We wish to acknowledge the valuable assistance of the foundations that provided us with information about their researchgrants.

Lil cat G. Katz, Ph.D. Director ERIC Clearinghouse on Early Childhood Education To ResearchA Investigators:- This publication is only as complete as you are willing to make it Onpage 197 you will find a form for reporting your current research. On page 201 you will finda form to let us know of other investigators who are working in the field. Please letus hear from you

Research Relating to Children ERIC/ECE 805 West Pennsylvania Avenue Urbana, Illinois 61801

6. CONTENTS

PAGE BIBLIOGRAPHY Cognitive Aspects of Reading and Mathematics Learning;

. .. M A Bibliography . .. MMM . M ...... I a

LONG-TERM RESEARCH...... GROWTH AND DEVELOPMENT Physical 35 Intellectual 39 Fersonality 58 Social 67

SPECIAL GROUPS OF CHILDREN Physically Handicapped 75 Mentally Retarded 89 Gifted...... 95 rEmotionally Distrubed and Mentally III . . 98 Juvenile Delinquency 108 Corrections 110 THE CHILD IN THE FAMILY Family Relations 113 Childrearing 121'

SOCIOECONOMIC AND CULTURAL FACTORS 127

EDUCATIONAL FACTORS AND SERVICES General Education 133 Specific Skills 147 Special Education 151

SOCIAL SERVICES 155

HEALTH SERVICES . 65-

INSTITUTION INDEX 171

INVESTIGATOR INDEX 179

SUBJECT INDEX...... 1..1.. : ...... i ...... 185 . c 1.? OTHER ABSTRACTING- JOURNALS AND SERVICES 195 summAja OF RESEARCH REPORT FORM 197 COGNITIVE ASPECTS OF ,READING AND MATHEMATIC S LEARNING A 'BIBLIOGRAPHY

Relerences contained inthis selective bibliography pertain to the ways in which cognitive developMent, cognitive processes, and cognitive style influence reading and mathematics learning. The bibliography is divided into two sectionsReading and . . _ Mathematics. References include ERIC documents, journal articles, and dissertations. Citatioils of ER1' documents (denoted by ER numbers) appeared in Resources in Education, and citati ns of journalarticlesand dissertations appeared in Current Index to Journals in Edacatio.nand Psychological Abstracts. Journal articles are available irr public libraries. Availability for dissertations is cited in the bibliography: ERIC documents ,may. be ordered from:i

Computer Microfilm International CorpOl--ation ERIC Document Reproduction Service (EDRS) P. O. Box 190 Arlington, Virginia 22210

ERIC siudies may be ordered on microfiche (ME) or in hard copy (HC). To read ME (a transparent film card), use a microfiche reader available in most large libraries. HC is a photocopy of the original document. Each reference is followed by index terms that describe the nature of the material discussed2Aferences cataloged in the ERIEsystem are indexed with major descriptors (marked wit I asterisks) and Minor descriptors. References cataloged in Psy-ciiiikigical Abstracts arr indexed Alth major descriptors only without asterisks.

Reading

a Alvarez, Angela and Crellana, Eugenia. Development of the necssary_processes-for learning to read and write, fi orn the standpoint of Piaget's theory:- Rev/ to Latinoun dricana -d? Psicologia, 1975, 7(3), 3131-390.

Cognitive Development, Perceptual Development, Piaget (Jean), Reading Readiness, Verbal Learning, Written Language

Arnold, Drew et al. The search for information in pictures. 1977, 9 pp. ED 131, 456-

Behavioral Science Research, "Cogniae Prbcesses, *Context Clues, Grade 5, Intermediate Grades, Language Research,*PictorialStimuli,*Reading 'Ability, i*Reading conwrehension Borucki, Diane Marie. The relationship of Piaget'sstages of cognitive development to first grad c reading achievement:1976, 101 pp. Available &Om: UniversityMicrofilms, P. 0. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-1,456,'MF, $7.50; Xerography, $15.00).

*Beginning Reading, Cognitive Development, *Developmental Stan Doc- toral Theses, grade 1,'PrimarV Education; 'ReadingAchieverneili,*Reading Readiness, Reading Research, Sex Differences.

Bovrnan, James Dale. Effects of a cognitive organizer with and.emithoutaccompanying directions for its use as a facilitator of reading comprehension.1975, 170 pp. Available from: Universily Microfilms, P. 0. Box 1764, Ann Arbor,Michigan 48x06 (Order No. 76-17,781, MF, $7.50; Xerography, $15.00).

*Cognitiv..e Processes, Doctoral Theses, HigherEducation, *Instrtictional Aids, *Learning Processes, *Reading Comprehension,Reading Instruction, Reading R6earch

Bruning, Roger H. et al. Memory byear and' by eye: Relationships to reading, achievement. April 1977,, 15 pp. ED 136 247.

*Auditory. Perception;-, Cognitive Processes, Failure Factors,Intermediate Grades, *Memory, *Reading Difficulty, *Reading i'rocesses, *ReadingRe- search, Success'actd.s, 'Visual Perception

Coffee, Robert C. Memory and cognitive skills in readingacquisition. In- D. D. Duane and M. B. Rawson (Eds..), Reading, perception, and language:Papers from die World Con- _ _greys- on Dyslexia. Baltiniore, Maryland: York Press, .1975. XII, $12.50.Pp. 55-95.

Cognitive Development, Cognitive Processes, Memory, Reading,Reading Education

Carpenter, Patricia A. and Just, Marcel Adam.- Linguistic control ofn ormation processing. Final Report. September 1975, 164pp. ED 121 114.

*Cognitive Processes, Language Skills, Language Tests, LinguistiCCom- petence, Linguistic Theory, Memory, *Negative. Forms (Language), *Psycho- linguistics,- *Rea trig Comprehension, Reading Tests,Sentence Structure, Syntax, *Testing, Verbal Tests

Cooper, Charles R. and Petrosky, Anthony R. Reading strategiesand teaching implications for secondary schools from the psycholinguistic model ofthe reading process.. High School Journal, November 1975, 592), 91-102.

COgnitiveProcesses,Definitions,*Psycholinguistics,*Reading Ability, *Reading Processes, Reading Programs, *Reading Research,Secondary Schools, Syntax Cowan, J. Ranayrie and Sarmed, Zohreh. Reading performance of bilingual children ac. cording to type of school and home layguage. Working papers on bilingualism'. No. 1 1. August 1976, 42 pp. ED 129 097,

*Bilingual Education, *Bilingualism, Bilingual Schools, '*Bilingual Students, Cognitive Processes, 'Elementary Education, English, English (Second Lan-

guage), Language of Instruction, L.-nguage Programs,.Persian, *Psyc - linguistics, *Reading Skills

Plane K. Field independence/field dependence and precocious kindergarten readers. 1976, 48 pp. ED 124 916.

*PeginningReading,*CognitiyeProcesses,Reading Ability,'Reading Achievement, *Reading Research, *Visual Discrimination

Cramer, Eugene H. Pictures in your head: A discussion of relationships among mental imagery, reading comprehension, and reading attitude. 1976, 15 pp. ED 122 263.

*Cognitive Processes, High School Students, *Ithagery, Multisensory Learn- ing, 'Reading Comprehension, jReading Processes, Reading Research, *Stu- dent Attitudes, *Visualization

Davey, Beth. Cognitive styles and reading achievement. Journal of Reading, November 1976, 20(2)113-120.

Cognitive' Processes, *Cognitive Style, Elementary Secondary Education, Literature Reviews, *Reading Achievement, Reading Difficulty

Davis, Ana Elizabeth Potter. Identification of the cognitiire processes employed by teach- Ler,\ in the implementation of a reading program. 1976, 141 pp. Available from: Univer- sity-Microfilms, P. O. Box 176.4, Ann Arbor, Michigan 48106. (Order No. /6-27,638, MF, $7.50; Xerography, $15.00).

*Behavior Patterns, 'Cognitive Processes, Doctoral Theses, Elementary Sec- ondary. Edueinion, Program Development, Reading Instruction, *Reading Programs. *Reading Research, Teacher Behavior, Teacher Evaluation, *Teaching Skills

Downing, John. What is decoding?, Reding Teacher, November 1975, 29(2), 142-144. Cognitive Processes, Phonics,' Reading Educatirri Edge IL John, J. The.relation between cognitive stilesof children and their cognitive stria- egy jn the attainment of selected mathematical concepts. Dissertation/AbstractsInter- national, November 1973, 34(5-A).

Cognitive Development, Cognitive Style,'Concept Learning, atheni:;, ks (ConceptsSchool Age Children

Ellis, DiAnn Joyce Waskul. Thecognitive development of early ;Faders. 1975, 192pp. Available from: University Microfiltfis, P. 0.Box 1764, Ann Arbor, Michigan 48106 (Order No. 764883, MF, $7.50; Xerography, $15,00).

'Cognitive Development, Contervatichi'(Concept), Doctoral Theses, Early Childhood -Education, *Early Reading, MiddleClass, *Oral Reading, Pre- schoolEducation, *Reading Ability,*Reading Achievement, Reading Research. Reading Sills

Fernandes, Kathleen. An iormation processing model for reading and reading-liketasks. Dissertation Abstracts Irternational,.March 1975,35(9-A),5922.

Cognitive Processes, Reading Comprehension,. Reading Speed,Recogniti (Learning), Semantics, Silent Reading, Spatial Orientation

FinlaYson, M. Alan and Reitan, Ralph M.Tactile-perceptual functioning in relation to in-' tcllectual, cognitive and reading skills inyounger and older normal jhildren. Develop- rnental Medicine and Child Neurology, August1976, 13(4), 442-446.

Adolescents, Age Differences, Cognitive Ability,Intelligence, Perceptual. Development, Reading Ability, School Age Children,Tactual Perception

lox, liarbara.Crowley. How children analyzelangua Implications for beginning reading instruction. Reading Improvement, Winter 1976, 13(4),229-234.

*Beginning Reading,' 'Cognitive Processes, *LanguageDevelopment, Litera- ture Reviews, Primary Education, *Reading Instruction, ReadingResearch

Floese, Victor. The interrelationship of conservation reading readiness and intellectualma'- turity mieastires in first grades. Reading Horizons,Summer 1976, 16(4), 234-238.

*Cognitive DevelOpment, *Conservation (Concept),Grade 1, *Maturation, PHI-nary Education, *Reading Readiness,Reading Research Goldman, Susan R. Reiidilig skill end the minimum distance principle: A comparison of listening and -_reading comprehension. Journal of Experirantal Child Psychology. August 1976, 22(J), 123-142.

*Cognitive Development, *Elementary Education, Elementary School Stu: dents, *Language Development,-.1.Listning Comprehension, *Reading icOm- .prehensiOp, Reading Skills

Goldstein, David M. Cognitive-linguistic functiOning arid learning to read, in preschoolers. Journal of Educational Psycholvgy, December 1976, 68(6), 680-688.

*Beginning Reading,I *Cognitive Development,N *Language Skills, Memory, *Preschool .Children, Preschool EducatiM, *Reading Instruction, Reading Processes', P

Golinkoff, Roberta Michnick. A comparison Of reading comprehension prgcess6 in good,.. and po)or coinprehenders. Reading Research Quarterly, 1975-76011(4), 623-659.

,-*Cognitive Processes, Comparative Analysis, Elementary Secondary Educa- tion,',failure Factors, Higher Education, Literature Reviews, *Readirig Comprehension, *Reading Processes, Reading Research, *Success Factors

Golinkoff, Roberta Michnick and 'kosinski, Richard R. Decoding, semantic -processing, and reading comprehension skill. Child Development, March 1976, 47(1), 252-258.

*CognitiveProcesses,*Deco'ding 1-7(Reading),ElementaryEducation, *Elementary School Students, *Reading CoMprehension, Research.,Task Performance

Grasser, Albert A. A mtiltivariate. analysis of cognitive style elements as they relate to aptitude and achievement factori in elementary algebra. Dissertation Abstracts Interna- tional, May 1974, 34(11-A), 6943 -6944.

Cognitive, Style, Community College Students, Mathematical Ability, Mathe =`' matics Achievement, Statistical Analysis

Hagc,n,.Ltoyd.R, The relationship between conservation acquisition and first grade reading achievement. Repding Horizons, Summer 1976, 16(4), 239-244.

voitive 'Development, *Conservation (Concept), Grade 1, *Maturation, Primary Education, 'Reading Achievement, Reading Research Hendersbn, Andrew G. Training in attentiondevelopment, as related to cognitive style and reading performance among disadvantaged children.Dissertation Abstractc Interna- tional.April 1974; 34(10-B), 5222.

Attention,Cognitive, Style, Disadvantaged, ElementarySchool Students, .FamilySocioecOnomicLevel,Reaction Time,Reading Achievement, Teaching

Jackson, Mark D. and-McClelland, James L.Sensory and cognitive determinants of reading speed.Journal of Verbal Learning and Verbal Behavior,December 1975,J4(6), 565-574.

Cognitive Processes, PsycholinguiSties, *RapidReading, 'Reading Ability, Reading Processes, *Reading Research, ReadingSkills, *Reading Speed,' Speed Reading

Jacob, Safed Contexts and images in reading.ReadingWorld, March 1976, 15(3), 4 167-175.

*Cognitive Proc'esses, *Context Clues, HigherEducation, Literature Re- views; 'Reading Comprehension, 'ReadingProcesses, Reading Research, *Visual Perceplion

Jenkins, Joseph R. and Batmen, R. Barker.Cognitive structure variables in prime learning. Journal of Reading Behavior;Spring 1976, 8(1), 47-66.

*Cognitive Procc.,ses, Grade 14, Higher Education,*Learning, Predictor Variable*Prose, *Reading ComPrehension, Reading Research

Johnson, Henry C, The effects of subjective organizationalability and the organization of materials onreading comprehension: An informationprocessing interpretation.Disser- tation Abstracts International,March 1975, 35(9-A); 5925.

Cognitive Processes, College Students, Inference,Reading Ability, Reading Comprehension, Recall (Learning), Vocabulary

Kintsch, Walter and Van Dijk, Teun A. Commenton se rappelle et on resume des histoires (How we remember and sumenarizdstories). Languag's,December 1975, 9(40), 98-116.

'Cognitive ProcesSes *Decoding (Reading),Discourse Analysis, Information Theory, *Memory; 'Reading Comprehension, *ReadingProcesses, Recall (Psychological), Semantics Mack Worth,. Jane F. Information processing' models 'ofof reading: A developmental ap-_ proach. 19766 14. pp; ED 12580. 4-* Beginning Reading, *Cerebral Dominance, 'Cognitive Development, Early Childhood Education, 'Early Reading, Elementary Secondary Education, PerceptualDevelopment; .*Reading ,Development,'ReadingProcesses, *Reading Readiness, Reading Research4Reading Skills {

Malone, Abrian McCoy. The correlation between childrenZeceading ability and their cognitive development, as measured by their performance on a-Piagetian-based test. 1975, 103 pp. Available from: University Microfilms, P. 0. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-22,568, MF, $7.50; Xerography, $15.00).

'Cognitive Development, Doctoral Theses, Elementary Secondary Educa- tion, 'Reading Ability, Reading Research, Success Factors

Manelis, Leon. Repetitions of propositional arguments in sentences. Journal of Verbal

Learning and Verbal Behavior, June 1976, 15(3), 301-312. _

*CognitiveProcesses,Comprehension, *Language Research,Memory, o*Psycholinguistics, Reading' Comprehension, Rea-11 (Psychological), *Sen- tences, *Verbal Learning

Mirgolis, Howard. Relationship between auditory-visual integration, reading readiness, and conceptual tempo. Journal of Psychology, July 1976, 93(2), 181489.

Cognitive Style, impulsiveness, Perceptual Motor Coordination, Preschool Age Children, Reading Readiness

Mason, Jana M. Institute for Child Behavior and DevelopmentThe acquisitionof reading skills: A developmental stage processing model. Reading Improvement, Winter 1975, 12(4), 195-202.

Child Language, *Cognitive Processes, *Developmental Reading, Elementary Education, *Languate Development, *Models, Reading Processes, Reading Research, *Reading Skills

Nevius, John RJr. Teaching for logical thinking is a prereading activity, 1976, 11 pp. ED 127 557.

Class Activities, Classroom Environment, Cognitive Development, Concept Formation, *Concept Teaching,Early Childhood Education, *Learning .Activities, Learning Processes, *Logical Thinking, *Prereading Experience, *Reading Readiness Perfetti, Charles A. et y during oral and silent re -g. 1976, 17 pp. ED 127 785.

*Cognitive Processes, Language Research, Memory, Psycholinguistics, Reading, *Reading Comprehension,*Recall (Psychological), Retention, Semantics, Syntax- 'Vocabulary

. Pressley'', G. Michael. Mental imagery helpseight-year-olds remember they read. 1976, 18 pp ED 123 595.

-Behavioral Science Research, Cognitive Processes,Content Reading, Grade 3,*Ttniger9,1 *Learning Processes, Memory, 'Mnemonics,PrimaryiEduca- tion,f*Prose, Recall (Psychological), Retention, RetentionStudies, Visuali- iation

Rayner, Keith. Developmental changes in word recognitionstrategies Journal of Educa-. tional Ps.ychology, June 1976, 68(3), 323-329.

Age Differences, Cognitive Development, CollegeStudents, Elementary Schqol Students, Kindergarten Students, Reading Skills,Words (Phonetic Units

. , `Reber, Arthur S. and Scarborough,Don L. (Eds.) Toward a psychology of reading: The proceedings of the City University of New Yorkconferences. Available ffom: Halsted Press, As Division of John Wiley/Sons, Inc., 605Third Avenue,Ness York, New York 10016 ($18.00 cloth).

Beginning Reading, Cognitive rocesses, ConferenceReports, *Decoding l(Reading), Elementary Secondary Education,Literature Reviews, Psycho-`----, logical Studies, 'Reading Instruction, 'ReadingProcesses, *Reading Re- search, Reading Tests, *Visual Perception

Sandberg, Karl C. Feature analysis and the teaching of reading.March 1976 14 pp. ED 129 086.

*Applied Linguistics, Cognitive Processes, Memory,Psycholinguistics, Read- ` ing Ability, Reading Improvement, *ReadingInstruction, *Reading Pro- cesses, *Reading Skills, *Reading Speed, Speed Reading, *Word Recognition

Schroots, J. J. et al. Temporal order and theprocess of learning to read. Tijdschrift voor de Psychologie/ en haar Grensgebieden, June 1.975, 30(4-5),337-361. Cognitive Development, KindergartenStudents,. Perceptual Development, Reading Achievement, Reading Skills

14 Schwartz, Robert M.- Strategic processes in beginpinreading. Technical report No.- 'November 1976, 19 pp. .ED 134 937.

Beginning Reading, *CognitiVe DevelOpment, Elementary Education, *Read- ing Processes, *Reading Research, *Reading Skills,Remedial Reading, Theories

Shapiro, Jon E. The relationship of reading readiness skills to reflection-impulsivity and to the effects of visual discrimination training on impulsive first grade boys. Dissertation Abstracts International, July 1975, 36(1-A), 50:

Cognitive Style, Educational Programs,Elementary School Studen s, Impul- siveness, Reading Readiness, Reading Skills, Visual Discrimination

Sharps, Robert. B. A study of interactions betweenefluid and crystallized abilities and methods of teaching reading and arithmetic. Dissertation Abstracts international, Sep- ,

tember'1974, 35(3-A), 1432. 4.

Cognitive Ability, Elementary School Students, Individualed Instruction; Mathematics Achievement, Mathematics Education, Readi'Pg Comprehen- on, Reading Education,-Teachliii-Methods, Vocabulary

Singer, Harry and Ruddell, Robert B. (Eds.) Theoretical models'and processes of reading. Second edition. 1976, 768-17)p. ED 124. 919. Alsb available from: International - Reading Association, 800 .Barksdale Road, Newark,, Delaware 19711 (Order No. 432, $12.00 member; $18.50 nonmembeP),

Cognitive/ Processes, Cultural Factors, Infotmalion Processing, Language DevelopMent *Models, Psycholinguistics, *Reading. Instruction, *Reading Processes, 'Reading Research, *Theories, Visual Perception, Word Recogni- tion

Sones, Gittelle K. Relationship of cognitive styles and reading readiness in kindergarten

. children. Dissertation Abstracts International, December 1973,-34(6-A), 3161,.

Cognitive Style, Field Dependence, Impulsiveness, Kindergaften Students, Rea ing Readiness

Stack; Wesner Brovyn. Some relationships between operativity and reading comprehension. 1976, 190 pp. Available from: University Microfilms, 'P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-24,269, NT, $7.50; Xerography, $15.00).

*Cognitive Development, *Developmental Stages, Doctoral Theses, Inter- mediate Grades; *Psychological Studies, *Reading Comprehension, *Read- ing Processes, *,Reading Research

9 Storer, Eldon- Lee. The interrelationships ofreflection-impulsivity. Automatization, and- risk taking with speed anderrors of oral reading of fourth grade stu ents. 1975, 109 pp. Available from:. University Microfilms; P. O. Box 1764,Annrbor,iMichigan 48106 (Order No. 76-16,685, MP. $7.50;Xerography, $15.00).

*Cognitive Processes, Cognitive Style,. Doctoraltrheses, Grade 4, Inter- mediate Gtades, 'Oral Reading, PredictiveValidity, .*Reading Achievement, *Reading Processls, Reading Research

Terry, Painelaat al.The-effects of letter degiadation andletter spacing 'on word recognition.Journal of Verbal Lea=rning and Verbal Behavior,October 1970, 15(5), 577-585.

*Cognitive Processes..*Decoclfng (Reading),Experimental Psychology; Lan- guage Research, 'Letters (Alphabet), Orthbiraphic Symbols,Perception, Reading, Space Orientation, *Word Recognition

Thorndyke, Perry W. The ,role of inferendesin discourse comprehension.Journal of Verbal Learning and Verbal Behavior,August 1976, 15(4), 437-446.

`*COgnitive Prdeesses, *Connected Diseourse,,ILanguageResearch, Learning Processes,, Narration, Psycholtnguistia,-*ReidingCompre ension, Recognt- tion, Verbal Learning

Thorndyke, Perry W. Cognitive structures inhuman story Comprehension andmemory. September 1975, 184 pp ED 1;587.

Association (Psichologic21'*Cognitive Processes, Comprehension, *Con- tent Reading, Doctoral 1 rieses, *Memory, *Nthation,*Reading Compre- hension, Recall (Psychological),-Short Stories

Walker, Laurence, comprehending writingand spontaneousspeech. Reading Research Quarterly. 1975-76,II (2),(144-16?,

*Cognitive Processes, *Comparative Analysis, EducationalResearch, Grade I I, *Listening Comprehension, Oral ComrnuniCation,*Reading Comprehen- sion, *Recall (Psychological), Secondpi1yEducation,Written Language

White, Richard T. and Gagne, Robert M.Retention of related and unrelated sentences'. Journal of Educational Psychology,December 1976, 68(6), 843-852.

*Cognitive Processeg; High School Students,Organization, 'Reading Pro-, cesses, *Recall (Psychological), *Retention,-Semantics; *Sentences.

10 Mathematics

Bielefeld University, West Germany: Research 'on the processf mathethatics learning. Series: Materials and Studies, Volume 2. 1976, I33.pp. ED 133 179. HC not available from EDRS. Al;ailable from:Institutfur Didaktik der Mathem'atik, Universitat Bielefeld, Htielsieker Heide 94, D-4860 Bielefeld 15, West Germany (no price indicated).

Cognitive Development, Elementary School Mathematics, Elementary SeTn- dary Education, Instruction, *International Education, *Learning, Learning Theories, *Mathematics Education, Research Reviews (Publicati7s), Sec- ondary School Mathematics

Branch; Robert C. The interaction of cognitive style with the instructional variables of sequencing ,and manipulation to effect achievement of elementary mathematics. Disserta- tion Abstracts International, February 1974, 34(8-A), 4857, S Cognitive Style, Elementary School Students, Inductive Deductive Reason- ing, Mathematics Achievement, Teaching Methods

bailer, Gerald D. The role of symbolic Mode preference in the learning of mathematical structures. Dissertation Abstracts International, February 1975, 35(8-A), 5145-5146.

Cognitive proeesWs, Learning Rate, Mathematics (Concepts), S ategies, Task Complexity

Brown, Margaret and Kuchemann, Dietmar. "Is it an 'add'.Miss?" part 1. Mathematics in School, November 1976, 5(5), 15-17.

*Cognitive Development, Evaluation, Mathematics lEducation, *Number Concepts, Problem Solving, Research, Secondary Education, *Secondary School Mathematics. Whole Numbers

By,i. P Reading in mathematics and cognitive development. 1975, 18 pp. ED 124 926.

*Cognitive Development, *Content Reading, Echicational Research, Mathe- matical Concepts\I'Mathernatical Vocabulary, *Reading Ability, *Reading r Comprehension, Reading Difficulty, Reading instruction, 'Reading Skills, Secondary Education

Carlon,s Gaylen R. Location of a point in Euclidian space by children in grades lone through six. Journal of Research in Science-Teaching, July 1976, 13(4), 331-336.

Abstract Reasoning, *Cognitive Development, *Educational Research, *Ele-

, mentary tirades, *Ge6metric Concepts, *Mathematics Education, Science Education, Thought Processes Carpenter, ThOrnas P. and ,Lewis, Ruth. The development ofthe concept of a standard unit of measure in young children. Journal for Researchin Mathematics Education, January 1976, 7(1), 53-58.

*CognitiveDevelopment,ElementaryEducation,''ElementarySchool Mathematics,*GeometricConcepts,Geometry,Learning,Learning Theories, Mathematics Education, *Measurement,*Relearch

Chrisman, Gerry. L. and Wheatley, Grayson H. Formaloperational thought and learning. strategies in mathematical structures. April 1976, 42pp. ED 127 138. HC not available from EDR,S.

*CognitiveDevelopment,Instruction,* Learning,' LearningTheorir,s, `Mathematics Education,*Research, Secondary Education, Secondary, ,School Mathematics, Transfer of Training

\Coleman, Max W. The relationships of selectedmental factors and thinking interests to \success in algebra using two methods of instruction. Dissertation AbstractsInterna- ,Ji6nal, January 1975, 35(7-A), 4043.

Cognitive Ability, College Students, Interests,Lecture hod', Mathematics Achieventent._Prcgrarned Insduction, Thinking

Collis, Kevin F. 'Levels of thinking in elem Marymathematics. Australian Mothemati es Thacher, June 1976, 32(3/4), 133-141.

*Cognitive velopment, *Elementary School Mathematics,Elementary Sec- ondary Educa ion, Learrring, Logic, MathematicsEducation, *Number Con- cepts, *Secondary School Ma ematics

,A. Flake, Janice I.,...-1overing versus uncoveringma ic August 1975, 23 pp. ED 128 HC-1t available from EDRS.

*Cognitive Development, *Cons vation (Concept), Curriculuai,Elementary Education, *Elementary School Mathematics, Instruction,*Learning Activi- ' ties, *Manipulative Materials, MathematievEducationaNumberConcepts

Geeslin, William E. and Shavelson, Richard J.Comparison olcontent structure and cognitive structure in high school students' learningof probability. Journal for pesearch in MathellialiCs Education, March 1975, 6(2), 109-120.

Cognitive Processes, High 'School Students, MathematicsAchievement, Mathematics (Concepts), Mathematics Education

12 Hage le, Lowell C..An analysis of cognitive behavioi observed in selected fourth-, sixth-, and eighth-grade pupils on a unit in mathematics. Dissertation Abstracts International; November 1973, 34(5-A), 2388.

Cognitive Ability, Cognitive Processes, elementary School StudentsJunior High SchoolStudents; Mathematics (Concepts)

.- Hancock, Robert R. Cognitive fictOrs and their interaction with instructional mode. Jour- . nal for Research in Mathematics Education, January 1975, 6(1), 37-50.

Cognitive Style, High School Students, Human 'Sex Differences, matics Achiivenient; Programed Instruction, Retention

Hollander, Sheila K. Strategiesrf selected sixth graders reading and working verbal\ arithmetic problems.Dissertation Abstracts International,April1974, 4(10-A), 6258-6259. '

Cognitive Processes, Elemental; School StudenirMathematics Achievement

---Hooperi-Frank -e-akA-representative=series of Piagetian loncrete operations tasks: The- oretical Paper No..57. September 19)3, 100 pp. ED 124 416.

Cnitive Development, Elerri'entary, Education, Elementary School Mathe-

ics,learning,*Learning Theories, ma -.Logical Thihking, Longitudinal Studies, -Mathematical Concepts, *Math&natics Education, *Research, *Test Construction, Tests

Ippolitova, M. V. Difficulties in the solution of arithmetic problems experienced by chil- then with a delay in psychological development. De ektologiya, 1974, 1, 341.

Cognitive Development, Delayed Development, Mathematics (Concepts),, School Age Children ) .

Jones, Linda V. The role of mental age and perceptual in number concept . formation. Dissertation Abstracts International, Au ust 1974, 35(2-B), 1022.

Cognitive Development, Concept For at on Mathematics (Concepts), Men- tal Age, Perceptual Development K lech9ty, 'Robert. An investigation ofthe mathematical models'of. Piaget's psycho- logieil theory of-cognitive learning. Final report. June197.,1, 92 pp. ED 128 751.

'Cognitive Developrrient,Coricept Formation, 'DevelopmentalPsychology, 'Elementary Secondary Education, Learning Plateaus,*Learning Theories, MathematicalConcepts,MatheritaticalLpgic.,*Mathematical Models, MathematicsInstruction,-*PsychologicalStudies,Research ..Projects, Thought Prbcesses

Kapadia, Ramesh. The biogenetic law. International Journalof Mathematical Education in Science and Technology, November 1975, 6(4), 431-433.

t Lr Cognttlye Development, *Course Coptent, Curriculum, *CurriculuMDesign, 'Educational Principles, Elementary Secondary Education,*Instruction, *Mathematics EdOcation, Specifications

Kidder, F. Richard. Dementary and middle school children'scomprehension of Euclidian transformations. Journal for Research in MathematicsEducation; January 1976,41(1), 40-52.

*Cognitive Development, Elementary School .MathematicsElementary Sec- ondary Education, Geometric Concepts, *Geometry, *Learning,*Mathe- matics Education, 'Research, Secondary SchoolMathematics, Transforma- tions (Mathematics)

Langford, P. E. Development of concepts of infinity and limitin mathematics. Archives de Psychologie, Spring-Autumn 1974;42(167-168),311-322. r Adolescents,' Cognitive Development,) ConceptFormation, Mathe atics (Concepts), School Age Children

Lester, Frank K. Developmental aspects of children'sability to understand mathematical proof. Journal for Rese. arch in Mathematics Education,January 1975, 6(1), 14-25,

Adolescents, Age Differences, Cognitive Development,M herriatical Abil-' ity, Problem Solving, School Age Children

McDaniel, Ernest D. Serial integration and early arithmeticachievement. Perceptual and Motor Skills, October 1975, 41(2), 586.

Cognitive Development, Elementary School Students,Mathematics Achieve- ment, Perceptual-Development, Spatial Organization

14 McDaniel, Ernest p. and Guay, Roland B. Spatial-abilities, mathematics achievement, and the sexes, April 1976, 15 pp. ED 125 9

*Cdgnitive Developthent,lementary School Mathematics, Elementary, Sec- ondary Education, *Math matics Education, Nonverbal Ability_,*Predictor Variables, *Research, *Sex Differences, Tegting

McMahan, Ian D. Sex-role stereotypes of cognitive task pet-fo mance.Catalog of Selected Documents in Psychology,May 1976, 6, 39..

Cognitive Processes, Mathematical Ability, Mechanical Aptitude, Sex Roles, Spatial Perception, Stereo.ed Attitudes, Verbal Ability tvlacnamara, John. A note on Piaget and n rnber.ChildDevelopment, June 1975, 46(2), '424-429.

Cognitive Develop_men, Concept For on, Mathematcs Education,. , Num- ber Comprehension, Piaget (Jean)

rtin, Larry,-A-test-with-selected-topologicat-properties-of--Piager-s-Itypothesis- concerning the spatial representation of the young child. Journalfor Research in Maths- ics Education,Japaary 1976, 7(1), 26,38.

*Cognitive Development,- *Elementary School Mathematics., *Geometric ,Concepts, *Learning Theories, Mathematics Edycarion, *Research, Topol- ogy, Visual perception

Martin, Jc. Larry. An- analysis of some of Piaget's topological tasks frotn a mathematical pclint of view. Journalfor Research in MatherWatics Education, January1976, 7(1), 8-24.

*Co nitive Development, Elementary Secondary Education, Haptic Percep- tion, *Learning Theories, Mathematical Models, *Mathematics Education, 'Research Reviews (Publications), Space Orientation, Topology, Visual Perception

Marlin, J. Larry and Bradbard, David A. (Eds.) Space and geometry. Papers from a research, workshop. August 1976, 250 pp. ED 132 033. Also available frOm:, Informa- tion Reference Center ?ER1C(IRC), Ohio State University, 1200Chambers Road, 3rd Floor, Columbus, Ohio 43212 ($4.25).

Development, ConferenceReports,Curriculum,Elenientary School Mathematics, Elementary Secondary Education, *Geometric Con- cepts, Geometry, Instruction, *Mathematics Education, 'Research O'Hara, Ethel. Piaget, the s-yekr-old and modern math. Today's Educaii ir, Septem- ber/October 1975, 64(3), 3;-36.

°Child Development, `Child Psychology, *Cognitive Developmen't,Ecluca-. _tional Theories, *Elementary School Mathematics,--.Mathematical Concepts, Mathematical Logic,.Mathernatics Curriculum,*Mathematics Instruction

Ornotoso, H. M. Piageet cognitive taskss factors in the acquisition of mathematic among Nigerian children. West African Journal of,Educational and VocationalMea urcment, February 1976, 3(1), 17-24.

Africa, Cognitive Development, Elemeritary SchoolStudents, Mathematics Achievement, Mathematics (Concepts), Nursery School Students,Piagetian Tasks

Ornotoso, Helen and Shapiro, Bernard. Conservation,seriation,, classification and mathematics achievement in Nigerian children. PsychologicalReports, June 1976, 38(3 Pt 2), 1335-1339.' '

Africa, Classification (Cognitiye Processes), CognitiveDevelopment, Conser- vation (Concept), _Mathematics__Achievement,L-Preschool--Age Children, School Age Children

Osborne, Alan -R. (Ed.) Investigations inmathematics education. Vol. 9, No. 4. 1976, 72'- pp ED 134 475. -Also. available from:- Information ReferenciCenter, (ERIC /IRC), Ohio State University,1,200 Chambers Road,3rd Floor, Columbus, Ohio 43212 (Sub- scription, $6.00; Single Copy, $1.75).

*Abstracts, ognitive Deyelopment, gf fective Teaching, ElementarySec - ondary Educ tion, *Instruction,,"Learning, "Mathematics Education,Prob- lem Solving, Research, *Research Reviews (Publications),State Qf the Art Reviews

Piaget, Jean. Comments on mathematical education.Contemporary Education,1975, 47(1),

'Cognitive Development, Deductive Methods,Elementary. Education, In- structional Materials, Language, *Learning Theories,Logic, Matliematidal Logic,'MathematicsInstruction,"ModernMathematics,',Teaching Methods

Riggs, F. T, and Nelson, L. D. Verbal-ncinverbalconservation and primary mathematics: Journalfer Research in Mathematics Education,November 1976, 7(5), 315-320.

*Cognitive Development, "Conservation (Concept),"Elementary School Mathematics,Elementary SecondaryEducation,Geometric Concepts, Mathematics Education, Measurement, "Research

16 4

22 St. Martin, Allen H. An analysis of the relationship. between two alternate procedures for Ike the utilization of teaching aids anSPiaget's developmental theory during the initial introduction of selected fifth gradem thematical topics. DissertatiOnAbstracts hiterrza- tioruil,May 1975, 35(11-X), 7037-70g.

Cognitive Development, _Educational Audiovisual Aids, Elementary School Students, Mathematics Achievement, Mathematics Education, Retention

Satterly, David J. Cognitive styles, spatial ability, and school achievement.Journal of -educational Psychology,February 1976, 68(1), 36-42,

Ac/1 emic Achievement,evement, Cognitive Style, Elementary School. Students, .Dependence, intelligence, Mathematics Achievement, Perception, Spatial -... . Perception I r

Sharps, Robert B. A study of interactionsbetweenfluid and crystallized abilities and two methods of teaching reading and arithmetic.Dissertation Abstracts international,Sep- tember 1974, 35(3-A), 1432.

ral 'Cognitive Ability, Elementary School Students, Individualized Instruction, Mathematics Achievement, Mathematics -Educationi Reading -Compyehen-. sion, Reading Education, Tea_hing Methods, Vocabulary

Sheires, 'Jay H. and Underhill, Robert G. An analysis of kindergarten and, first grade children'S addition and subtraction 'problem solving modeling andaccuracy. 1976, 35 pp. ED 121.626.

Addition, -*Cognitive Development, *Conservation (Concept), EleMentary Education, *Elernen'tary School Mathematics, Learning, Mathematics Educa- tion, *Number Concepts, Problem Solving, *Research, Subtraction

Silvern, Steven B. and Yawkey, Thomas Daniels. An, investigation of the relationships between several Piagetian conservation tasks and selected mathematical skills of children. Southern Journal of Educational Research,1976, 10(4), 201-219'.

Cognitive Development, *Conservation (Concept), Elementary Education, *Elementary School Mathematics, *Mathematical Concepts, 'Skill Analysis

Smith, Robert F. Mathematics education in early'hilclhood: Focus on the develop_ ing . child. Teacher Education Forum; Volume 4, lumber 11. May 1976, 12 pp. ED 128 306.

*Child Development, Cognitive Ability, *Cognitive Development,, C gnnive Processes, *Elementary School Mathematics, Instructjonal Design,lathe- matics feachers, !Number Concepts, Numbers, Preservice Educati ',*Stu- 1- dent Teaching,dTeacher Educators, Teaching Experience, Teaching Tech- niques

17 Sohns, Marvin L. A comparison between certain ,Piagetian logical thinkingtasks, and the subtraction-ability of first, second, and third gradechildren. Dissertation Abstractsin-

' ternational, January, 1974, 34(7-A), 4091. -

Age Differences: Cognitive Development, Lbgical Thinking, Mathematical Ability, Piagetian Tasks, Sthool Age Children

effe, Leslie P. and Hirstein, James J. Children's thinking inme surethent situations. Ara- tionai Council of Teachers of Mathematics Yearbook, 1976, 38, 35-59.

*CognitiveDevelopment,Elementary Education, entarySchool Ma atics, *Geometric Concepts, instruction,Learning, Mathematics Education, *Measurement, Perceptual.Development, *Research Reviews -.(Publications) `\

Wood, R. and Brown, M. Mastery of simple probability- ideasamong Q.C.E. ordinary level mathematics, candidates. International Journal of Mathematical Educationin Sci- ence and Technology, August 1976, 7(3), 2911-306.

nitive Development, Curriculum, International Education,' *Mathe- rnatical Concept§ Mathematics Education, *Probability, ,Secondary Educa- tion, *Secondary School Mathematics, *Tests jj LONG-TERM .RESEAFIPH.

Note: The reports in this section concern research programs that are continuous.

39-AA-1 LONGITUDINAL STUDY OF CHILD tROWTH ANDDEVELOPMENT

Investigator(s):,Frank Falkner, M.D., F.R.C.15., Director;Alexander F. Roche, M.D., Ph.D., Chief, Section on Phx,sical Growth and Genetics;and Robert McCall,' Ph.D., Chief, Section' on Perceptual/CognitiveDevelopment, Fels Research Institute for the Study human Development, 800 Livermore Street, YellowSprings, Ohio 45387. Purpose: To conduct a ,pultidisciplinary, study of childrenwhose health, growth, psychological development, and environment have been studiedsinee birth,with prenatal and genetic information; and to 'determine normativepatterns of growth and development in human subjects. , Subjects: Over 800' subjects: from present infants to adults withtheir children in study. The subjects are, healthy, from rural and urban' areas, andfrom upper-lower to middle class backgrounds. Methods: A multidisciplinary longitudinal study is being conductedwith regular visits and use of appropriate analysis and computer methodology. Duration: 1930-continuing., Cooperating group(s):11) Public Health Service, U.S. department, ofHealth, Education, and Welfare. (2) National Science Foundation. (3) SamuelS. Fels Fund. (4) U.S.! Air Force. - Publications: Information is available. from the investigatotson approximately' 1,022 publications that hive been completed to date.

39-AA-2 DEVELOPMENT OFBUDGETS FOR CLOTHING AND HOUSEHOLDTEXTILES Investigator(s): !,Vit=ginia,Britton,Ph.D., Home Economist, Consumer and Food EconomicS; rits?itute,Agricultural Research Service, U.S. Department ofAgriculture, Federal Center Building No. 1, Hyattsville, Maryland 20782. Purpose: To develop and update current household clothingbudgets taking into aFcount known physiological and socioPsychological needs, clothinghabits, income, and other resource of various population groups, and the prices and availability of clothingitems Sutleai:ci2.000,children in '6000 families with husband and wife, andone to five children, t;id with no other riersons living in the home. Methods:Datkwere gathered from the 1960-61 Surveyc Consumer Expenditures by the Bureau of Labtist Statistics and the U.S. Department of Agriculture.Budgets for children were,computed using regression methods for three economic levels ofthe-USDA food planseconomy, low cost, and moderate cost. Separate clothing budgetswere computed for boys and gi categorized by age, region, and urbanization. Budgets will bepublished as total expendi for children's clothing (updated-to' current price levels)and in gar- ment eouivalent,un Fin g : Budget 'costrfof boys tended to equal cornparable budgets for girls "at- the economy level. However at higher budget levels, boys' costs were substantially less than

girls' budgets. This was especially, true,for older children. Cost differences betWeen clothing4udget levels were substantially greater than between food plans, reflecting the greater elastictity of clothing expenditures. The majority of farrn'hudgets and rural .nori- farm .budgets was about equal to the comparable urbap budgets. Dunitioa: 1962-continuing. Publications: Britton, V. Clothing budgets for children from the USDA: Annual costs at three levels in four regions. Home Economics ,eseareh Journal, March 1973,1(3), 173-184. (Reprints are Available from Sales Office, American Home Economics Associa= tion, 2010 Massachusetts Avenue, Ist.AF.', Washington,' D.C. 20036. Price $1.00.)

3S-AA-3 CHILD HEALTH AND DEVELOPMENT STUDIES

Invesflgotor(s): Bea J. van den Berg, Ph.D., Research Pediatrician, Schoold,of Public Health, University of California, Berkeley, California 94720; Stephen Thomas, M.D.,- Director, Department of Obstetrics and Gynecology; and Edgar Schoen, M.D., Director,. Department of Pediatrics,,Kaiser Foundation Hospital, Oakland, Califdrnia 94611. Purposes To investigate 0-e relationships, of biologic, genetic, and Medical and environmental factors in the parents (including events in pregnancy, labor, and delivery) to the normal ,-Iftd. abnormal development .of the offspring; and to investigate the relationships of these\factors ropregnancy loss in the form- of early fetal death, perinatal mortality, infant_ and childhood Mortality, and to incidence of congenital anomalies, to growth and morbidity patterns in infancy,and childhood, and to cognitive attainment, tehavioral.development, and physical characteristics at ages 5 and 10 years. Subjects: Members of the Kaiser Foundation Health Plan(a.prepaid medical health plan) who reside in the San Francisco-East Bay Area. Methods: The method of study is longitudinal for both mother and child. In addition to information obtained spicifically for the studies, .the medical records for the gravida and child provided information on illnesses,injuries, and drugs.. A special interview and developmental examination were given the child on his 5th birthday and to a large sample of children when they were ages 9 to"114 These include vision, hearing, speech, and tests of cognitive ability. It is plafmed to extend the observations with a follow-up examination of a subcohort of about 2,000 pothers. and their children when the latter are about 16 years _old. An epidemiological research project is in process, aimed at the identification of precursor), factors for high blood pressure in young persons. Duration: July 1959-continuing. Publications: Copies of a publication list and reprints are available from: Child Health and Development StUdies, 3867 Howe StreetOaktand; California 94611.

39-AA-4 THE BERKELEY, CALIFORNIA GROWTH STUDY

'Investigator(s): Dorothy H. Eichorn, Ph.D., Research Psychologist,Institute of Human Development, University of California, Berkeley, Calfornia 94720. Purpose: To study the mental and physical groWth of normally healthy persons from birth to the present.

20' 26 sale 60 full.tenn, healthy !icy...horns, born in Berkeley hospitalsBorn 1928 to 1929 of white, English-speaking parents;and1443 offspring of these subjects, ages birthto 20, seen irregularly. Methods: The -lune data, appropriate forage, were collected for the subjects and their offspring. Begiinning in the first weer of life,tests of mental arid motor development, pediatric c%Arninat ions, andInterviewswere conducted at fre.tmeint intervals during growth. Atall vjsiLs, inquiries were made concerningcurrent boat!' and tiecentillnesses. Nigh ropoinetrics, body photographs, andskeletal Xrays were labenat most ages. Socioeconomic date were collected. Studiesof the physical aspectsof growth include analyses that compare ficalth histories with physicalgrowth and with skeletal inatura.tion, E motional and otherpersonality variablesarebeingstu died for 'consistency, and in various irlierelariOn with maternal behavior ininfancy, bat histories, socioeconomic status, and i ntellectual and physical growth. r)ortition: 1928-continuing. Publications: (1) American Psychologist,1968,23( 1),1.17, on Ographofthe ciety _for Research iri Child Development,1963, 28, (3) Rorer, Leona and Bayley, Nancy. Growth diagnosis: Selected methods for inferprotingand pnedirling physics( development from one year to maturity.Chicago: U niversiry of Chicago Fres 1s, 959.

39-A-5 GIROWTI-1 ANl1 PSY HO PhrYSICILOGICAL PATTEHNS IN INIFAMCY

Investigator(s); Wagner H. Bridger,M. D.,Associate Professor of Psychiatry;and Beverly elms, Ph.D., Assistant Professor of Psychology,Albert EinsteinCollege of Medicine, Yeshiva Universit y, E3ronx, Mew York1 0461, Purpose: To investigate the origins andcourse of development of individual differences in neonates. Subjects: Normal, heality,full-terrn babies, 2 to 5days °I d, born at Bronx MI; licipal Hospital Center. Methods: A neonatal behavioral profile, whichwas establis bed inprevious studies, will be used. The profile includes behavioral and heartrate ratings on excitation, soothing, feeding, sleep, and nonstimulus periods of observation. Neonates wi II be followedat ages 2 weeks, andI, 2, 3. and 4 months to measure the stability *Of early appearingtraits and their relationto later be hay jots. Data will be analyzed with res peer to stability of early appearing behaviors and the relationship betweenneonatal behavior and maternal and birth history. Duration: 196.5continuing. operating grou p(s): National Institute of Mental Heal th; Health Service; U.S. Dr-rartnierit of Health, E -ducation, and Velfare Publications:(I)Newton, Crant andLevine, Seymour (Eds.)E-arlyexperience and behavior: Psychobiology of develop near.Springfield,Illi nois: Charles C Thomas, 1968. (2) .11svelrosooraticMedicine,1966,213, 3 16.

-AA -6 LONGUTLIVINAL STIUDY OF ENTOFAC1AL SKELETAL,PHYSICAL GROWTH, ANC, NUTRITION OF CI-111.5)ReN

Bhim Sen Savara. M.S. , Chairinan, Child Study Clinic, School of !Dentistry, Health Sciences Center, University of Oregon, Portland, Oregon 97201 ,

21 ['imposer To study the dentofacial growth of children, assess skeletal age related to facial growth, and variations in physique and its effect on dentofacial growth; and to determine heritable traits. Subjects: Over 400 subjects (including 40 pairs of twins), followed from preadolescence to adulthood, with records taken every 6 months until age 14 and yearly thcrcaftet. Methods: Ccphalograms, hand, wrist, and calf x-rays, intraoral x-rays, dental study casts, anthropometric measurements, and photographs are taken and oral examinations administered to the subjects every 6 months until age 14 and yearly thereafter. A system has been developed to combine cephalornetric, data with dental cast measurements. In effect, the cephalograrns are expanded to three dimensions by using both frontal and lateral cephalograms of the Broadbent Bolton cephalornetric system, then study cast is measured in three dimensions and mathematically placed in this expansion, tvleasurements are corrected for magnificationand distortionby transformation formulae (Savara 1965). Findings: See Publications below. Over 90 publications have been generated from this longitudinal program since it was begun in 1949. Duration: 1949-1978. Cooperating group(s): NationalInstitutes of Health;Public Health Service; U.S. Department of Health, Education, and Welfare, Publications: (I) A list of publications is available from the investigator. (2) Some recent publications include: (a) Savara, B. S. and Takeuchi, Y. A longitudinal study of ef fects of electrical burns on growth of the oro-facial structures (in press), (b) Takeuchi, Y.; Savara, B. S.; and Shadel, R. 5. Norms of size and biennial increments of eight anatomical measures of the temporal bone in boys and girls from 4 to 20 years of age (in press). (c) Savara, B. S. and Steen, J. C. Timing and sequence of eruption of permanent teetkin a longitudinal sample of Oregon children (in press). (d) Takeuchi,Y. et al.Longitudinal growth study of the sphenoid bone using factor analysisin press), (e) Savara, B. S. and Takeuchi, Y. Locating landmarks on sphenoid and temporal bones (in press). (I) Arya, B. S. and Savara, B. S. Field theory and mesiodistal tooth size.Journal of Indian Or- horiontic Society, 1976,VIII(4), 23-28.

39-AA-7 NEW RADIOGRAPHIC STANDARDS OF REFERENCE FOR SKELETAL DEVELOPMENT OF CHILDREN AND STANDARDS IN PREPARATION

Investigator(S):S. [dellPyle,Ph.D. ,Research Associate in Anatomy, School of Medicine, Case Western ReserveUniversity,Cleveland, Ohio 44106;William W. Greulich, Ph.D., Research Biologist, National Institute of Child Health and Human Development, Bethesda, Maryland 20014; and staff of the National Center for Health Statistics involved in the National Health Survey, 'Public Health Service, U.S. Depart- ment of Health, Education.-and Welfare, Washington, D1C. 20201. Purpose: To develop radiographic standards of reference for skeletal development of children to provide a basis for identifying maturity levels of growing bones in the hands, elbows, shoulders, hips, knees, and feet of children and youths'according to the shapes of the bone shadows in an X-ray film., Subjects: Approximately 1,000 healthy individuals in Cleveland and Boston. Mlethods: The bone shadows in an X-ray film display a modal rate of growth of each bone by illustrating regularly occurring osseous features which develop in scrip in the

22 2& "surface of the bone cortex as it calcifies. A reference standardconsistsof films arranged as a series to show sequential osseous features wItich are alike-inj males and females. It is an instrument for measuring the skeletal maturity level of children. Films of the subjects, covering the full span of growth from birthto adulthood, have been used to prepare standards. A standard of reference for joints in theupper extremity is in preparation, with the sectionon the hand and wrist showing the-application of cardinal maturity indicators of individual bones to handwrist bones whichare anomalous in tits number of their bone growth centers. For published standards, see Oublicationreferences listed below. Duration: 1948-continuing. Cooperating grottp(s): lioltonBrush Growth Study Center, CaseWestern Reserve Univer- sity, Cleveland; Department of Maternal and Child Health, HarvardUniversity School of Public Health, Boston; National Center for Health Statistics,Rockville, Maryland; Departments of Pediatrics and Endocrinology, Henry Ford Hospital, Detroit;Merrill- Palmer Institute,Detroit;Department of Education, Ea fern Michigan University, Ypsilanti. Publications; (1) Greulich, W. W. and Pyle, S.I, A radiograike atlas of skeletal development of the hand and wrist (2nd Ed.) Stanford, California: StanfordUniversity Press, 1959. (2) Hoerr, N. L.; Pyle, S. I.; and Francis, C. C. A radiographic-atlas of skeletal development of the foot and ankle Ed.) Springfield,Illinois: Charles C 'Thomas, 1962. (3) Pyle, S. 1. and Hoerr, N. L. A standard of referencefor the growing knee (2nd 41.)Springfield,Illinois:Charles C Thomas,1969.(4)Pyle,S.I.; Waterhouse, A. M.; and Greulich, W. W. A,standard,of reference for thegrowing hand and wrist (1st Ed.) Cleveland, Ohio: The Press of Case 'Western ReserveUniversity, 1971.

39-AA-8 METHODS IN CHARACTER DEVELOPMENT

investlgator4Ernest M. Ligon, Ph.D., Director; and staff, Union College Character Research Project, 10 Nett Terrace, Schenectady, New York 12308. Purpose: To develop more effective methods in character development incooperation with families and character training agencies. ("Character" is defidpd terns of three dimensions: philosophy of values, breadth of social vision, arid strengthof purpose.) Subjects: Children and families throughout the United States. Thetfamilies belong to churches, YMCAs, and schools but participate in the studyas individdalfamilies- Methods:r Procedures of the research are basedon action research, in which the participants cooperate with the laboratory anduse methods of coscientist Aearch. Open- ended reports on research goals constitute the basic body of researchdata. An analysis of these data serves as -the basis for the development ofnew procedures and for the science tific reports that are published concerning it. Findings: Retke-ts have been prepared concerning hypotheses testedin the home and character building agencies. Most of the findings relate to the home, learning,decision making, and atethOds for character development, plus descriptions ofage level potentials, especially for decision making. Duration: 1935 continuing. Cooperating group(s): Lilly Endowment, Inc. Publications: Catalog: Attitude Education and Character Development, which lists44 publiCations and includes a price list, is available from theinvestigator. 39 -AA-9 LONGITUDINAL GROWTH STUDIES OF CHILDREN WITH. CRANIDFACIAL BIRTH DEFECTS

Investigator(s): Samuel Pruzansky, D.D.S., Director, Center -for Cranio facial Anomalies, Medical Center, University of Illinois, P.O. Box 6998, Chicago, Illinois 60680. Purpose: To study the epidemiology, genetics, morphology, physiology, and postnatal development of children( and to plot the natural history of children with craniofacial birth defects. 0 . Subjects: Over 3,000 subjects, males and females, from infancy to adulthood. Methods: The subjects were initially studied as infants. Procedures included roent- genocerhalbrnetry. tomography, dental casts; and photographs. Speech and hearing, psychosocial, and pediatric evaluations supplied additional information.... Findings: Patterns, of growth have been delineated that are useful in clinical management. Some conditions have been shown to get worse; some show spontaneous improvement; and others remain unchanged. Syndrome-specific cranial morphologies have been described and genetic significance has been described.. Durition: 1949-continuing. Cooperating group(s): (1) Illinois State Pediatric Institute. (2) Division of Services for Crippled Children, University of Illinois. (3) Cook County Children's Hospital. (4) Divi- sion of Research; Maternal and Child Health Services; National Institutes of Health; Public Health Service; U.S. Department of Health, Education, and Welfare, (5) National Institute of Dental Research; National Institutes of Health; Public Health Service; U.S.

Department of Health, ,Education, and Welfare. ti Publidations: Cleft Palate Journal, 1971, 8, 239. A list of articles in journals of dentistry, medicine, public health, speech and hearing, andpsychology is available from the investigator.

39-AA-10 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS INAEP)

Investigator(s): J. Stanley Ahmann,, Ph.D., Project Director; Roy Forbes, Ed. D., Project Direptor; and George Johnson, Ph.D., ASsociate.Project Director, National Assessment 'of Educational Progress, 700 Lincoln Tower, 1860 Lincoln Street, Denver, Colorado .80203. Purpose: TO obtain census-like data on the knowledge, skills, concepts, understandings, and attitudes posSessed by young Americans; and to measure the, growthor decline in educational attainments that occur over time in the 10 learning areas assessed. Subjects: 27,000,subiects annually in each age group: 9, 13, and%7 (including high school

dropouts and early graduates); and 5,000 young adults annually, ages 26 to 35. . Methods: The National Assessment of Educational Progress is an annual national survey that assesses 10 learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies,, and writing. Threeareas have been assessed twice: science (1969-70 and 1972.73); writing (1969-70 and 1973-74); and reading (1970.71 and 1974-75). The four age levels assessed were selectedto correspond to the end of primary, intermediate, secondary, and postsecondary education. A national probability sample of approximately 2,500 to 2,600 individualsper group administered package, and a sample of 2,100 to 2,200 individtials per individually ad- minstered package are assessed annually. The samplesare designed to allow NAEp to estimate the performance of the population for that age level. Students in schoolare assessed i_p small groups up to 12, or in some cases, in individual interviews. Paper and pencil_ questions, discussions, and actual tasks to perfoimare included among the exer-

24 cises. Adults are interviewed individually at home,and 17 -year olds who are out of school also respond to exercises individually. Resultsare reported Tor about 50 percent of the exercises given each year and are stated in percentages of peopleresponding correctly orincorrectly. Results are reportednationally 'and for geographic region, site andtype of community, age, sex, race, and parental edueation. Duration: 1969-continuing. Cooper:111m, group(s): (I) National Center for Educational Statistics;U.S. Office of Education; Lducation Division; U.S. Department of Health,Education, and Welfare. (2). Carnegie Corporation. (3) Ford Foundation's Fund for theAdvancement of Education. (4) Research Triangle Institute. (5) Measurement Research Center.(6) Education Com- mission of the States. Publications: The National Assessment Publications Listis available from: Education Commission of the States, 300 Lincoln Tower, 1860 LincolnStreet, Denver, Colorado 80203.

39-AA-11 COLLABORATIVE STUDIES IN CEREBRAL PALSYAND OTHER NEUROLOGICAL AND SENSORY DISORDERS OF INFANCYAND CHILDHOOD:

Investigator(s): Joseph S. Drage, M.D., National Instituteof Neurological and Com- municative Disorders and Stroke, National institutes ofHealth, Public Health Service, U.S. Department of Health, Education, and Welfare, Bethesda,Maryland 20014. Purpose: The Collaborative Perinatal Project (CPP) isa longitudinal multidisciplinary research effort which seeks leadsto the etiologies of cerebral palsy, mental retardation, learning disorders, congenital malformations, minimal braindysfunction, convulsive disorders, and communicative disorders through studies' whichrelate the events, conditions, and abnormalities of pregnancy, labor, and deliveryto the neurological and mental development of the children of these pregnancies. Subjects: During a period from 1959 through 1966, detailedresearch data were obtained from 50,000 women dufing pregnancy, labor, and delivery.The children born to these 50,000 women during their participation in the CPP havebeen examined at specific intervals up to the child's 8th birthday to identify abnormal conditionswhich rnigh) limit the child's ability to reach maximum developmental potential. Methods: A comprehensive analysis of the data willinvestigate the complex interactions beteen the child's condition and the antecedent factors whichmay have contributed to the condition. The analysis of this data is underway withinthe National Institutes of ,Health, within other governmental agencies, and undercontract with teams of investigators at medical centers outside of government. ThePerinatal' Research Branch and the National Institute of Neurological and CommunicativeDisorders and Stroke have the responsibility for monitoring, coordinating, and administering the overallresearch effort. The goal of this effort is to make a series of publications availableto the `research community and the general public. The projected completionof this analysis is June 30, 1976. The data for the CPP were collectedat 12 major medical centers in the United States. , . Duration:1956-continuing. Cooperating group(s): Charity Hospital, New Orleansf Louisiana;Johns Hopkins Univerr, sity School of Medicine, Baltimore, Maryland; BostonLying-In Hospital, Children's MedicalCenter,and Harvard University (Warren Anatomical Mugeum),Bostein, Massachusetts;University of Minnesota MedicalSchool,.. Minneapolis,Minnesota; Columbia-Presbytetilli 10iedical Center, New York, New York; Children's.Hospital of Buffalo, Buffalo, New York; University of Oregon Medical School,Portland, Oregon;

25 Children'S Hospital of Philadelphia and Pennsylvania Hospital, Philadelphia, Penn- sylvania; Brown Uativersity, Providence, Rhode Island; University of Tennessee Medical School, Meiriphis, Tennessee; Medical College of Virginia, Rich Mond, Virginia. Publications: (1) Niswander, K. R. et al. The worth,' and their pregnaneles, 1972. (The Collaborative Perinatal Study of the National Institute of 4feurological and Com- municative Disorders and Stroke.) Available from: Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 Order Stock Ilo. .1749-00038; price, $10.00. (2) A bibliography is available from the investigator.

39-AA -12 STUDY OF PERSONALITY OFIIENTED DEVELOPMENT BY THE TWIN INTRAPAIR COMPARISON METHOD

Investigator(): William Po Ilin, M.D Chief; Donald Cohen, M.D., Clinical Associate; and Eleanor Dibble, Research Social Worker, Section on Twin and Sibling Studies, Adult Psychiatry Branch, National Institute of Mental Health, Health Services and Mental Health Administration, Parblic .Health Service, U.S. Department of Health, Education and Welfare, Bethesda, Maryland 20014. Purpose: To understand the contributions of genetic, constitutional, and environmental factors to social, emotional, and cognitive development during the first years of life; specifically,,,to explicate the factors that underlie the emergence of individuality, using` twins and triplets as subjects: Subjects: Twins and triplets, from the prenatal period through elementary school age. 'Methods: The central methodological principle emphasizes the effort to define precisely developmental differences -within infant and childhood MZ twin pairs,' and then search for the determinants of such differences. In the tiongitudinal study, parents are interviewed as soon as the diagnosis of a twin pregnancy is made. Neurological, pediatric, and deirelopmental assessments are perform,x1 at birth and at 3- to 6-month intervals during the first years of life. The parents are interviewed at the same intervals about the children's development and family history. In tae preschool peribd, the children receive standardized psychological testing, .are observed in a standardized nursery school setting, and are administered projective psychological testing. Children and families are visited at home and are also'seen in structured office settings. In cross-sectional studies, children, are seen for developmental evaluation, psychological assessment, and observations of, free play; and their patents are interviewed. The value of questionnaire't&hniques -is being investigated. A general research question relates to .the way in which constitutional differences in the children elicit different types of parenting and the way_ s in which differential parental behavior shapes tit.: emergence of personality differences in children. Duration: 1967-1980:

39-AA-13 PREVENTIVELY ORIENTED SCHOOL MENTAL HEALTH PROGRAMS

_Investigator( )Emory L. Co e Ph.D., ProfessOr,-- Departenent of Psychology, and Director;D.A.Dori,Ph.D.,Research "Coordinator;L.D.Izzo,M.A., -Chief Psychologist; and M..A. Trost, M.A., Chief Social Worker, Primary Mental Health Pro- ject, University of Rochester, River Campus Station, Rochester, New York 14627. Purpose: To detect and prevent- school rnaladaptation. Subjects: 7,500 school ch-idren, including 4,500 primary children in -1 Ipreventively oriented school mental health programs. Methods: Current research, which originated in 1958 (see Research Relating to Children, Btifietin 19, January-September 1965, Study I44SS-7. p. 214), includes 23 studies on trai--

26 32 ing nonprofessionals, evaluation ofprograms, process analyses, selection-process relations, selection-outcome relations, andprocess-outcome relations. Between 20 and 30 different research instruments and assessment proceduresare being used. Duration: 1968-continuing.

39-AA-14 LANGUAGE ACQUISITION IN,THE CONTEXTOF THE DEVELOPMENT OF BEHAVIOR AND INTERACTION -1

Inveatigator(s):Margaret Bullowa, D., Researcher, Speech Comm'unication Group, Research Laboratory of Electronics, MassachusettsInstitute of Technology, Cambridge, Massachusetts 02139. Purpose: To find the steps by which earlystages of the child's language development fake place. Subjects: Fourfirstborn children from white, English-speaking,middle class families. Methods: Each child was observed from birthfor at least 30 months at home at weekly intervals. On each visit a half hour continuousrecord s'as made on,tape and 'film. An observer using a shielded microphone dictateda simultaneous description of ongoing behavior and interaction to supplement the filmtaken by a robot camera. A timing signal was placed on the tape and film every 5 seconds. (Thetape and film from an observation may be synchronized during playback in the laboratory.) Inaddition, an independent team that consisted- of a pedia*-ician anda developmental psychologist visited each baby's home once a month toassess other aspects of maturation and development. In- dexes to sound and transcripts were made fromthe tapes to permit rapid search. Tapes are analyzed by linguists interested in phonological, semantic,and syntactic features.. Syn- chronized tape and film is studied by linguistsand by the principal investigator, who is interested in the communicative behavior of whichthe .ocalization forms a part. Findings: The most significant finding is theapparent obligatory relationship between the child's vocal sound production and actions withthesamemeaning in early performative sentences.Such sentences are used by the Mildto ,communicate messages when he is showing something to someone, when he isgreeting someone, etc. Another finding is the spontaneous_ _appearance of sentences with_ topic-commentconstruction in the child's speech even though parents rarelyuse this construction. (The constructionisnot characteristic of addit American English.) Duration:Pilot study, 1959 1965; present study, 1965- continuing. Cooperating group(s):National Institutes of Health; Public Health Service;U.S. Depart- ment of Health, Education, and Welfare. Publications: (11 Journal 'of Child Psychiatry,1964, 111(1), 53. (2)Monographs ofthe Society for Research in Child Development,1964, 29(1),101.114.(3) Language and Speech,1964, 7(2), 107-111. (4)Quarterly Progress Report of the ResearchLaboratory of Electronics.1966,81,181-186.-(5)Lirtgua,1967,19(1),1-59.(6)Foundations of Language,1967, 1, 37-65. (7) Reibel, D. A. and Schane,S. A. (Eds.)Modern studies in English.Englewood Cliffs, New Jersey: Prentice-Hall, Inc.,1969. Pp. 422-447. (8) Bar- Adon, A.andLeopold, W. F. (Eds.)Child language: A look of readings.Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1971. -(9)Journal of the American Academy of Child Psychiatry,1971, 10(1), 124-135. (10)Quarterly Progress Report of the Research LaboratoryofElectronics,M.I.T., 1971. No. 100. (II) 4Bullowa, M.From communication to language. Presented at the InternationalSymposium on First Language Acquisi- tion, Florence, Italy, 1972 (mimeo). (12) Bullowa,M. and Putney_,E. A method for analyzing communicative behavior between infantand adult from film. Presented ata meeting of the International SocietLfor theStudy_ot Behavioral_ DevelopmentAnn Ar-_

27 bor, Michigan, 1973 (mimeo). (13) Bul lowa, M. Non-verbal communication in infancy: Presented at the1st Congress of the International Association for Seiniotic St tidies, Milan, Italy, 1974 (peprint). (14) Gruber, J. S.. Correlations between the syntactic constructions of the child ant' of the adult. In C. A. Ferguson and D. Slobin (Ech.), Studies of child language. Holt, Rinehart 'and Winston, 1973. Pp. 440-445. (15) Bullowa, M. When infant and adult communicate, how do they synchronize their behaviors? A. Kendon et 47/. (Eds.), Organization' of behavior in face-to-face interaction. Mouton, 1975. Pp. 97-129. (16) Bullowa, M. et al. Infant' vocalization: Communication before speech. In T. R. Williams (Ed.), Socialization and communication in primary groups: Mouton, 1975. Pp. 243-281. (17) Bullowa, M. A matrix for language. Presented at the 21st Annual Conference of the International Linguistic Association, New York City, March 1976 (mimeo). (18) Bullowa, M. From communication to language. International Journal of Psycholinguistic.s (in press). (19) Bullowa, M. Infants as conversational p'artners. In T. F. Myers (Ed.), The development of discourse and conversation. Edinburgh University Press (in press). (20) Bullowa, M. From performative act to performative utterance. In S. K. Ghosh (Ed.). Biology, language and human behavior. University Park Pressnpress)

39-AA-15 THE HARVARD PRESCHOOL PROJECT

Investigator(s): Burton L. White, Ph.D., Director; Jean Watts, Ph.D., Co- Director; and Barbara Kaban, M.A., The Harvard Preschool Project, Laboratory of Human Develop- ment, Graduate School of Education,. Harvard. University, 418 Larsen Hall, Appian Way, Cambridge, Massachusetts 02138. Purpose: To trace the development of educabilitty and competence in children during the first 6 years of life; and simultaneously to trace the role of experience in such develoP- ment. Subjects: Presently, 32 normal children, ages 12 to 32 months, of both sexes, half of whom were selected because they exhibited potentials to develop high degrees of general competence during the second and third Kars of life; while the other children seemed likely to develop a considerably lower level of competence. Methods: The work in progress constitutes a longitudinal natural experiment. Data are collected by home observation and testing of the children on the average of 2 hours per week. One observational technique consists of tape "recordings in which the observer describes the child's activities. The data are then coded onto forms using instruments developed for the project. Another technique involves a checklist _record of behavior. Tests of language and cognitive development are administered regularly..Factors are measured including stream of experience, the child's competencies, mid salient en= vironrnenta) influences. Findings: Analysis of preliminary data indicates that the observation instruments art. monitoring the ,de'velopment of competence in proinising ways. Further indications of how chlldrearing'practices influence the process are I''coming clear. The mother, or substitute, -usually through indirect action, is seen as the major environmental influence on the development of competence. A longitudinal experiment will be initiated this year. (See Research Relating to Children, Bulletin 22, May-December 1967, Study 22-DA-3, p. 16.) Duration: September 1965-continuing. Cooperating group(s): (1) U.S. Office of Economic Opportunity. (2) Carnegieorpora- tion, New York. (3) Head Start; Office of Child Developrnent; Office of Human Developtitent; U.S. Department of Health, Education, and Welfare.

28 . 39 -AA -16 LEARNING OF INCENTIVE VALUE IN CHILDREN

investigator(s): Jum C. Nunnally, Ph.D., Professor,Department of Psychology, Vander- bilt University_, Nashville, Tennessee 37203. Purpose: To study the learning of incentive value:inchildren through the, use of reward conditioning. Subjects: Elementary school children,ages 7 to 11. Methods: Neutral objects (usuallynonsense syllables) are associated with receipts of reward, nonfeward, and loss of reward in varioustypes of research designs. The amounts and kinds of condition reward valueare measured in relation to verbal evaluation, reward expectancy, choice behavior, andmeasures of selective 'attention. Findings: Various consistent effects have beenfound on the dependent measures, and the research paradigms have been able to differentiatemany treatment conditions concerned with secondary rewards. Duration: 1963-continuing. Cooperating group(s)::Office of Education; U.S.Department of Health, Education, and Welfare. Publications: (1) Rileigh, K.K. and Nunnally, J. C. A newmeasure of semantic ap- praisal for studies of secondary rewards.Psychonomic Science, 1970, 18, 203-205. (2) Wilson, W. H. and Nunnally, J. C. A naturalisticinvestigation of acquired meaning in children. Psychonomic Science, 1971, 23, 149-150.

39-AA-17 CHILDHOOD PSYCHOSIS

Investigator(s): Rudolf Ekstein, Ph.D., Director,'\ChildhoodPsychosis Project; Seymour W. Friedman, M.D., Director, Clinical Services;Peter Landres, M.D., Staff Psychiatrist; Beatrice M. Cooper, M.A., Senior Research SocialWorker; and Joel Liebowitz, Ph.D., Clinical Research Psychologist, Reiss-Davis StudyCenter; 9760 West Pico Boulevard, Los Angeles, California 90035. Purpose: To develop better diagnostic andtreatment methods for childhood psychosis; and to investigate psychoanalytic methods oftreatment, the use of support systems, and work with parents, collaborating agencies, schools, andhospitals'. Subjects: 10 children, ages 5 to 20. Methods: Data were gathered throughtape recordings of psychotherapy sessions, therapists' summaries of sessions, and repeated psychologicaltests. The use of distance as a psychological. mechanism will be investigated. (See ResearchRelating to Children, Bulletin 18, March-December 1964, Study 18-L-36,p. 58; and Bulletin 20, October 1965- May 1966, Study 20 -1A -1, p. 72.) Duration: 1957-continuing. Publications: (1) Children of time andspace, of action and impulse. New York: Appleton-Century-Crofts, 1966. (2) The challenge: Despairand hope in the conquest of inner space. New York: Brunner/Mazel, 1971. (3) Ekstein,R. and Friedman, S. W. Do you have faith that I'll make it? Reiss-Davis Clinic Bulletin, 1971,8(2). (4) Rubin, K. The flawed hammer. Reiss-Davis Clinic Bulletin,1971, 8(2). (5) Cooper, B. The flawed triangle:. Reiss -Davis Clinic Bulletin, 1971, 8(2).(6) Liebowitz, J. M. Transforrhation of the flawRe-evaluation via psyChological testing.Reiss-Davis.Clinic Bulletin, 1971, 8(2). (7) Ekstein, R. and Wax, D. Fusion and diffusionof memory and perception in childhood psychosis inrelation to psychotherapeutic innovations. Reiss-DavisClinic Bulletin. 1972, 9(2). (8) Ekstein, R.; Friedman,S.; and Caruth, E. The psychoanalytic treatment of childhood schizophrenia.InB.. B. Wolman (Ed.), Manual of child -' psychopathology. New York: McGraw Hill, 1972, Pp.1035-1057. 39-AA-18 A SURVEY OF THE NUTRITIONAL STATUS OF BRITISH SCHOOL CHILDREN

Investigator(s): Judith Cook, M.B,, B.Chem., Lecturer; Douglas Altman, B.Sc., Lec- turer; W. W. Holland, M.D., F.F.C.M., Professor; and S. G. Topp, B.Sc., Dip.Stat., Lecturer, Department of Clinical Epidemiology and Social Medicine, School of Medicine, St. Thomas's Hospital, London S.E.1, England; and A. Elliott, M.D., D.P.H., County Medical Officer; Kent County Council, Kent, England. Purpose: To examine the dietary intake of school children and investigate its relationship to health and socioeconomic factors; and to explore the extent and nature ofpoor nutrition. Subjects: 1,017 children, born between 1953 and 1955 or between 1958 and 1960, residing in and attending Local Authority schools: in four areas in Kent, England. The samplewas stratified by'social class, family size, and weight. Higher sampling fractions Were taken for children (1) from larger families, (2) from lower social classes, (3) withno fathers, and (4) with low weights, in order to have adequate numbers of subjects in thosegroups suspected of having the greatest likelihood of deficiency. Methods: Field work for each child, conducted between September 1968 and March 1970, was comprised of a weighted diet record, a socioeconomic questionnaire, and a medical examination. The weighted diet record was kept for 1 week andwas closely supervised by a trained field worker. The same field worker administered the socioeconomic questionnaire which elicited information on family structure, father's occupation, mother's education and working status, the child's health history and eating pattern, and the parents' heights: The medical examination, carried out by one of two Medical officerS, included clinical assessment of the nutritional status of the child;measurements of height, weight, triceps and subscapular skinfold thickness, 'arm circumference, and peak expiratory flow rate. The medical examination also noted clinical evidence of vitamin deficiency. Duration: 1968-dontinuing: Cooperating group(s): Department of Health and Social Security. Publications: (I) Cook, J. et al. A survey of the nutritional status of school children. Relation between nutrient intake and socioeconomic factors. British Journal of Preven- tive Social Medicine,1973, 27, 91-99. (2) Topp, S. G.; Cook, J.; and Elliott, A. Measurement of nutritional intake among school children. British Journal of Preventive Social Medicine, 1972, 26, 106.

39 -AA -19 RESEARCH AND GUIDANCE LABORATORY SUPERIOR STUDENT PROJECT

Investigator(s): Marshall P. Sanborn, Ph.D., Director; and Charles Pulvino, Ph.D., Associate Director, Research and Guidance Laboratory, University of Wisconsin, 1025 West Johnson, Madison, Wisconsin 53706. Purpose: To develop and demonstrate procedures for the identification and description of multipotential and promising youths; to study the guidance and educational development of human potential; and to serve as a demonstration and developnientcenter for counseling, guidance, and planning activities for all cooperating high schools. Subjects: This is a longitudinal sample now numbering 3,700 males and females;ages 14- to 30, from 90 Wisconsin 'school systems, whose average mental test scores are irr theupper three to five Percent of students in their agerange and grade in school. Subjects are selected using criterja designed to identify multipotential youths in grade 9. These criteria include aspects of the student's vocabulary, spoken and written communication, reading background, range of interests, school performance, creativity, and learning behavior. Methods: Subjects visit the laboratory facilities for1 day at least once during their period of high sabot attendance. Arranged activities includetesting and evaluation, analysis of written and oral performances, visitstoclassesand laboratories, and conferences with university staff members in any area of interest.These activities are designed to (1) broaden students' horizons with respect to educationaland vocational opportunities, (2) develop realistic selfconcepts about theirown strengths and interests, (3) foster plans for suitable educational programs, (4) discover methodsfor overcoming limitations, (5) en- ', courage development tor personal and academic strengths, and (6) providecounsel on matters that may influence the individual student's fullestdevelopment. Findings arc interpreted and implicationsareconsidered with the student in individual counselingses- sions. Laboratory staff teams (1) visit 'students' schoolsand hold conferences with the parents of each participating child to inform parents aboutcharacteristics of their children which they may not know; (2) stimulateaction of parents to meet their child's developmental needs; (3) facilitate communicationbetween the parents, school, and student; and_(4) discover points of view and otherparental characteristics which affect the student's development. A written report regardingeach individual student is sent to his or her school containing information about the student'sperformance, interests, and needi, as well as suggestions the school could implement to provide des'ed educational or per- sohal experiences, Inservice training sessionsare held to discusspecific students, suggestions to the school, and general principles forguidance aneducation for superior students. Objectives of these training sessionsare (1) stimulation of and assistance with the processes of identification of superior students;(2)-encouragement and assistance in making special -provision for the devlopment of superiorstudents, and stimulation to do so for other' students; (3) provision of information about educational andvocationalkre- quirements and opportunities particularly applicableto superior students; (4) encouragement of innovation and experimentation in school proceduresfor superior students as well as for other students; and (5) demonstrationof appropriate gilidance.serviies for high school students. Although thereare difficultiesin obtaining adequate contrai groups, some research studies have been done comparing laboratoryparticipants with other students matched on academic, familial, school, andcommunity variables. In addi- 6on, comparisons of the effectiveness oftwo or more procedures for accomplishinga particular guidance goal have been made in otherlaboratory research studies. Findings: The Research and Guidance Laboratoryis a cooperative effort which has maintained direct, personal, longitudinal, and functionalrelationships between the University of WiTtonsin and 3,700 top students,their parents, and their teachers throughout Wisconsin (See Research Relating to Children.Bulletin 22, May-December 1967, Study 22-QA-1, p. 83.) More than 97 percent of all studentparticipants who have graduated from high school have enrolled in higher educationprograms. Many have gone on to graduate and professional study. Asa group, these young people have established a very outstanding record in college. Duration; 1957 - continuing, Jj Cooperating group(s); (1) Office of Education; EducationDivisi (; U.S. Department of Health, Education, and Welfare. (2) Ninety cooperatingschool in Wisconsin. Publications: (1) Laboratory monograph: Researchon the 4ifted. and talented student, 1976. (2) Sanborn, M. F. and Nierniec, C, .1. Identifying valuesof superior high school students. School Counselor, March 1971. (3) Bradley,R. W. and Sanborn, M. P. Ordinal 4 position of high school students identified by theirteachers as superior. Journal of Educa- tional Psychology.,1969, -60(1),,_4174544)10whisesian,R.,;_Heath,R. G.; and Rothney,J. W. M. Superior students' occupational preferencesand their fathers' occupations. Personnel and Guidance Journal, November 1966. (5) Rao:to Education Index for other publications related to this project. } 39-AA-20 PANEL STUDY OF FAMILY INCOME DYNAMICS

Investigator(s): James ,N. Morgan, Ph.D., Program Director; and Greg Duilcan, . Study Director, Institute for ,Social Research, University of Michigan, P. 0. Mk 1248, Room 3063, Ann Arbor, Michigan 48106. Purpose: To measure changes in economic well being and explain them by following, a representative sample of families over time, monitoring their economicstatus, erhployment experiences, housing, transportation, food consumption, attitudes, and behaviorpatterns. Subjects: A natiou4l probability sample oversampling lower income families but weighted to provide unbiased estimates. All individuals from the original 1968 sample of familiesare retained. /Methods: Families containing sample membersare interviewed each year. Personal interviews were conducted during the first 5 years; currently familiesare contacted by telephme. The 1976 interview (9th year) included a supplemental interview with wives. The questionnaire used has a very detailed income sequence. An achievement motivation anda cognitive skills sentence completion test was included in 1972. Many attitudemeasures were incjuded in the interviews during the first 5years. 'Since the study follows children who lehve parental homes, there are now 1,500 individuals who were children in 1968 and are now heads of households, for which there is information reported by parents in the early

years of the stuay. - Duration: 1967-continuing. Cooperating group(s): Office of the Assistant Secretary for Planning and Evaluation;U. S. Department of Health, Education, and Welfare. Publications: Five thousand American families. Patterns of economicprogress, Vols. 1-5. Ann Arbor, Michigan.: Institute for Social Research, 1974-1977.

39-AA-21 , ST. LOUIS BABY STUDY

investigator(s): Thomas E. Jordan, Ed.D., Graduate Dean and Directorof.Research, Graduate School and Office of Research,_ University of Missouri, 8001 Natural Bridge Road, St. Louis, Missouri 63121, Purpose: To describe developmental patterns of children; and to identify factors influencing physical and cognitive attainment. Subjects: Of three cohorts of children the most important has been the second,a set of 1,008 babies born in St. Louis between Winter 1966 and Spring 1967. Methods: This study incorporates data from biological, behavioral,-and social information on the development from birth of; 1,000 children. The cohort is comprised of children from families of all social classes, and ethnic and income levels. Cooperationwas consistent across subjects. Information was collected through individual case studies in .which ramifies were visited by caseworkers at scheduled times. The hypothesis tested is arat there is a statistically significant relationship between a set of predictors and criteria. Datawere gathered on predictor variables grouped under the headings child, mother, and ecology. Child predictors included birthweight, Apgar score, sexi biological riskstatus at birth, a measure of dpvelopment at 12 months using the Jordan Ad Hoc Scale of Development (AHSD), and weight at 12 months. The AHSD was developed to elicit information during interviews with unsophisticated mothers. Validity of the instrument is indicated bya statistically significant correlation between 12-monthAdHoc scores and the 24-month Binet mental age measure. Maternal predictors included an anxietyscore 6 months post- partum,-,age at delivery, IQ, an authoritarian score, childrearing ideology, and marital status. Ecological data included race and several measures of socioeconomic status at

32 various ages. M alremen s of cognitiye attainment were takenat ages 2, 3, 4, 5, 6, 7, and 8. Criteria wete (1) age 2: the intellectual score of the Preschool AttainmentRecord'(Doll, 1966) and the Verbal Language Development Scale (Mecham, 1959); (2)age 3: the Peabody Picture Vocabulary Test, Form A (Dunn, 1965); (3)age 4: the Boehm Test of Basic Concepts and the Preschool Inventory (Caldwell, 1910); (4) age 5: the IllinoisTest of Psycholinguistic Abilities, Auditory Association and Auditory Sequential MemorySub- tests, and the Wechsler Preschool and PrimaryScale,of Intelligence Vocabulary Subtest; (5) age 6: the Coloured Progressive Matrices, Peabody Picture Vocabulary Test(B), and Wepman's Test of Auditory Discriminatign; (6) age 7: -the WRAT ReadingTest, and Fulton's Test of Occupational ,Knowledge; (7) age 8: the SESAT ReadingTest, and 'a classroom rating scale; (8) age 9: the Rubin -Balow School Behavior Profile; (9)at all age's, birth to age 11 (ad hoc) height and weightare recorded; (10) at all ages, measures of maternal values and family characteristics are gathered. The multiplelinear regression model developed by Bottenberg and Ward, and Koplyay's Automatic InteractionDetector program (AID-4) are used in statistical analysis of the data. Duration: 1960-continuing. Publications: (1) Jordan, T. E. Old Man River's children. AcademicPress (in press). (2) Emhart, C. B.; Spaner, S. D.; and Jordan, T. E. Validity of selectedpreschool screening tests.Contemporary Educational Psychology, 1977,2,78 -89. ,(3)Jordan,T,E. Developmental factors influencing exceptional status atage six years. Contemporary Educational Psychology, 1976, 1, 1-16. (4) Jordan, T. E. The mentally retarded(4th Ed.). Merrill Books, 1976 (contains original data from the study). (5) Jordan,T. E. Influences on preschool cognitive attainment. MLR!' Monographs, 1976, 6(1). (6) Jordan, T. E. The natural history of 1,008 infants in the preschoolyears., National Institute of Education, 1974. (7) Jordan, T. E. Development and disability at age four: A prospective longitudinal study. CEMREL, Inc., 1972. (8) Jordan, T, E. Early developmental adversity and the first two years of life. Multivariate Behavioral Research Monographs, 1971, 6(1).

39-AA-22 CHILDREN'S CANCER STUDY GROUP

Investigator(s): Denman Hammond, M.DI, Chairman, Children's Cancer Study'Group, School of Medicine,' University of Southern California, 1`721 Griffin Avenue, LosAngeles, California 90031. Purpose: To improve the treatment of childhood cancers throuelt controlled clinicaltrials of newly developed therapies and combinations of therapeutic modalities carriedout by multidisciplinary teams. Subjects: 4,000 pediatric patients each year, ages 0 to 21, both leukemic and solidtumor patients. Methods: Data collectioti and management are carried outrin the group's OperationsOffice located at the UniverSity of Southern California School- of Medicine in Los Angeles.All patient data are computerized and analyzed by the statistical staff of the Operations Of- fice. Durationi 1955-continuing. Cooperating group(s): (1) National Cancer Institute, Division of Cancer Treatment, Clinical Investigations Branch. (2)' Twenty-three researchers at university medicalschools and children's hos.pitals throughout the United States and Canada including: Universityof

Michigan, Ann Arbor; Children's Hospital of the District of Columbia; Children's_ Hospital of Los Angeles; Babies Hospital, New York; Childreres'Hospital of Pittsburgh; Children's Hospital of Columbus; Children't Orthopedic Hospital, Seattle; Universityof Wisconsin, Madison; University of Minnesota, Minneapolis; University ofUtah Medical

33 Center, Salt Lake City; Children's Memoria'N Hospital, Chicago; Princess Margaret Hospital, Toronto; University of Texas, San Antonio; University of Rochester, New York; Children's Hospital of Milwaukee; Children's..Hospital of Philadelphia; Cornell Medical Center, New York; Indiana University, Indianapolis; New Jersey College of Medicine, Newark; Harbor General Hospital. Torrance; University of California, San Francisco; Children's Hospital of Lbuisville; and University of British Columbia, Vancouver. Publications: A list of publications is available from the investigator. GROWTH ANDDEVELOPMENT Physical

39-CA-1' THE EFFECT & OF INFANTILE VACCINATION 0 IN GROWTH

Investigotor(s): Thomas K. Landauer, PhD., Sell Laboratories,60CP Mountain Avenue, .N4urray Hill, Sew Jersey 07974; J. IV. M. Whiting, Ph-D-, Professor, Laboratory of Human Development, Harvard University, Cambridge, Nlassachotsetrs 02138; and d, M. gagia, M.D., University of Nairobi, Nairobi, Kenya. Purpose: To deters-nine experimentally whether early vaccination for sriciallpoxenhances growth as suggested by correlational cross-cultural and longitudinal data. Subjects: Approximately 300 girls and boys, ages3 to 9 in1971, who live in aSing_le community in Kenya. Meitiods: Age at vaccination for smallpox ,..vaSrandomly var ied, OE lierviise all children were treated identically. Measurements willbe done without knowledge of vaccination h isto.;-y. Findings: At an average age of 5years, those children who were ccinated before age 2 had grown significantly acre than those vaccinated. ata later age. Leg length and head eircurnference were especially affected. Duration: 1968 -1992. Cooperating group(s): Universi ty of Nairobi, bureau of C ducationalF Research. Publications : Monroe, R.'and Monroe, R.. (Eds.)ilancOoo.k of cross-cultvral research on child developmeYn in preparati on).

B-1 SELF-MANAGEMENT PROCES6ES IN ADOLESCENCE

lruvestigattorts):Car I E. Tliorcsen, Professor;and Thomas J, Coates. , Research Associnte, Center for Educational Research at Stanford, Sran ford Universiiy, Stanford, California 94305. Purpose: To develop a conceptualization of sell-managerrenrproces sesin a dolesc s; and to apply a treatment program to the. problem o f eating anions adolescents. Subjects: 21 girls and boys, ages 14 to 17, who wer e clinically overweight=. Methods: Subjects w ere placed into one of r 'tree groups: two experiment al aridone con trot . Data vvere collected through a PliestiOrulair e, self-reports of eating behavior, andtt hone ob serval ions. Pirnlings:Weight lossusing :a''sclf n- tanagernent format requi resfamily an dtherapist support. Duration; February 1977-February 1978, Cooperating groisp(s): Spencer Four-Mat ion. Pu Mentions: Coates, T. J.anal Thoresen,C.- C.Behavioral set f.rnana uncut intreating obesity in adolescents. In Advancesin PehCarioraImedicine.Nelv Vor14, New York: Acadernic Press, Inc. (in press).

35 39-CC-1 EIDETIC IMAGERY IN CHILDREN

investig ator(s): Allan Paivio'Ph.D., Professor; andMurray Cohen, M.A., Doctoral Candidate, Department of Psychology, University of Western Ontario,London, Ontario, Canada. Purpose: To determine if any relationship existsbetween eidetic Memory and oral comprehension; and to determine if there areany differences in recdgnition memory performance between "eidetikers" and "noneidetikers. Subjects: 214 children, ages S to 8, in kindergarten andgrades 2 and 3. Methods: All children were tested for eidetic imageryusing Doob'criteria. Language comprehension tests were given to 15 children identifiedas "eidetikers' and to a sample of 139 age-thatched "noneidetikers." A recognition Memorystudy using visual (picture) stimuli was done using 14 eidetikers and 14 age-matchednorteidetikers. Findings: No relation was found between languagecomprehension and eidetic imager;; although in the Grade 2 sample, eidetic imagery subjectsshowed lover comprehension scores than noneidetic imagery subjects. No differenceswere found latween groups for recognition memory perforrnance, Duration: November 1974-completed. Cooperating group(s): National Research Council of Canada.

39-CC-2 EFFECT OF LENS OVERCOR ECTION OF IWYOPES

I Invesligatons): Henry W. Hofstetter, O.D., Ph.D., Professor;and David Goss, B.A B., O.D., Associate Instructor, School of Optometry, IndianaUniver ity, Bloomington, Indiana 47401. Purpose: To test the theory that overcorreaion of myopia will result less of an increase in myopia than undercorrection. Subjects: 30 children: boys under age 15 and girls underage13, ho are myopic, solicited from the Indiana University Optometry Clinic. Methods: Frequent monitoring of refractive error and subjective experienceswere used to assess the effects of overcorrection. A control group received conventional correction. Duration: January 1977 -March 1978.

39-CC-3 SENSORY AND PERCEPTUAL FUNCTIONING OF YOUNGCHILDREN WITH AND WITHOUT DELAYED LANGUAGE DEVELOPMENT

vestigaror(s):RachelE.Stark-Seitz,Ph.D.,AssistantProfessor, Department of Pediatrics; and Paula Tallal, Ph.D., Assistant Professor,Department of Neurology, John F.Kennedy Institnte, -Johns Hopkins University,707 North Broadway, Baltimore, Maryland 21205. Purpose: To determine the sensory and perceptual functioningof children with language, speech, and reading impairments. Subjects: Phase 1: 50 normal and 36 language delayed children.Phase II: 36 speech articulation impaired and 36 reading impaired children. All childrenare ages 4 to 8 . Methods: All subjects are given standardized psychological andspeech and language tests along with 'audiological, neurological, and visual evaluations.Those who meet the criteria as normal or impaired in one of the three categories are givena battery of tests designed to assess auditory processing, visual processing, oral stereognostic perception,and cross- rnoda I integration. Duration: June 1975-October 197p.

36 Cooperating group(s): (1) Departments of Special Education,,Baltimore City andl Balti- more County, tiatyland. (2) Howard County, Maryland.

38-CC-4 VISUAL EVOKED POTENTIALS IN DYSLEXIC CHILDIREN

Investigator(s): Cesare T. Lornbroso, M.D., Ph.D., Professor; Yoichi N4atsurniya, Principal Associate in Neurology; Nicole Symann-Louett, ; and Generoso'C. Gascon, M.D., Assistant Professor, .Harvard Medical School, 3(X0 Longwood Avenue, Boston, Massachusetts 02115. .r Purpose: To investigate visual cortical evoked potenlials (VEP) in dyslexic children;'to determine whether they are, different from normal VEP; and to examine the results for leads into the etiology of dyslexia. Subjects: 20 normal and dyslexic children; ages 8 to 14mostly male. Methods: Subjects were presented with words selected from the Thorndyke-Lorge List ,(1944) displayed on an oscilloscope slaved to a PDP-12 computer. Thecomputer controlled stirnulas presentation and was also used to average evokedresponses. 'The subjects were asked to watch the center of the display scope where the stimulus was presented. Two seconds after stimulus presentation 'a question mark appeared, and the subjectwas instructed to press a key when it Appeared, then fixateon the center of the screen again. Two secortdsafterthekeypressing,thenextvisualstimuluswaspresented.Elec- troencephalographic recordings were made during stimulus presentation. Findings: See Publications below.. Duration: 1972-1978. Cooperating group(s):NationalInstituteS of Health;Public Health ServiceU.S. Departmeneof Health, Education, and Welfare. Publications: (1) Symann'Lovett, N. -el al. Wave form difference invisual. evoked responses between normal and reading disabled Fhildren. Plezeology, February 1977, 27, 156-159. (2) Lombroso, C. T. et al. Dyslexia: Differences in visual evokedresponses to meaningful and nonrneaningful gtinnuli. Neurology, April 1974, 24, 349.

39-C F-1 STUDY OF ROENTGENOGRAMS OF CHILDREN WITH MARKED RETARDATION IN SKELETAL MATURATION

Investigator(s): Reginald M. Archibald, M.D., Ph.D., Professor and Senior Physician, Rockefeller University Hospital, Rockefeller University, 1230 York Avenue, New York, New York 10021.- Purpose: To ascertain factors that lead roentgenologists to read skeletalages excessively low (or high) so as to improve the accuracy of reading skeletal ages, thereby increasing the accuracy of prediction of adult height, and hence the accuracy of assessment of effects of

administratiOn of anabolic agents on adult height. Subjects: Boys and girls, ages 1 to 18, attending the child growth clinic of the Rockefeller University Hospital, Methods: Roentgenograms of children who have attended this clinicover the past 28 years are being selected for special study and careful evaluation. Roentgenograrns of children who have received anahNlic agents and of those who have not (including untreated siblings as controls) are being studied. Findings: Metacarpals give more accurate leads to true skeletalage than do carpals. Duration: 1960-1980.

37 3SCG-1 THE DEVELOPIMENT OF SKILLS

Investigator(s): .K. J. ,Ccinnplly, Ph.D., Professor and Head;J. M. Elliott, Ph.D., Lee- , and Ann Harrison, Ph.D., Research Work.er, Department of Psychology, University of Sheffield, Western Bank, Sheffield,'Llnited Kingdom SIO2TN. Purpose: To investigate the development ofmotor skills in young children with particular emphasis on manual skills. Subjects: Normal, )healthy girls and boys, agls 12 monthsto,6 years; and ,cerebral palsied children, ages 2 tp12, Ildethods: the.experirrental investigations-are designed to examine information processing aspectsof tnoitbr skills using direct observation techniques and highspeed video-recordings. EMG feedback techniques are being used to train cerebral palsiedindividuals. Duitation: 068-ct5iitin'uing. Publications: (1) Connolly, K. and Harrison. A. In K. S. Holt,Movement and child develpprnent,Heinemann, 1975. (2) Elliott, J and Connolly, K. J. In K. Connollyand J. Bruner,The growth of competence.Academic Press, 1973. (3) Connolly, K. J.lrt R. S. Hinde and T. S. Hinde,Constraints onlearning.Academic Press, 1973. (4) Connolly, K. J. and Elliott, J_ in N. Blurton Jones (Ed.),Ethological studies of child behaviour. Cambridge University Press, 1972. (5) Connolly, K. J. (Ed.)Mechanisms of molar skill development.AcadeinicPress,1970.

39-N-2 VESTIBULAR STIMULATION INFLUENCE ON MOTOR DEVEL 1PMENTIN FANTS

Investigator(s): J. k. Kreutzberg, L.P.T., Graduate Student;F. K, W. Chee, L.P.T., Graduate Student; and David I:: Clark, Ph.D_, Associate Professor,Department of Anatomy, 1645 Neil Avenue, Ohio State University, Columbus, Ohio43210. Purpose: To determine the effects of semicircular canal stimulationon gross Motor, behavior in normal infants. r`%/ Subjects: 26 normal infants, ages 3 to 13 months, bothsexes. Methods: Children were pretested for semicircular canal functionand for level of gross Motor development. Based on .level of motor ability, theywere assigned as matched pairs to control and treatment groups. Children assigned to the treatmentgroup receiverl 6 regularly spaced sessions of semicircular canal stimulation during the4 weeks following the pretest. A pdsttest, identical to the pretest, was conducted during the 6th week. Analysesof -covariance and t-tests were applied to the data. Findings: A highly significant improvement (acceleration) ofgross motor development was seen as a function of the sessions of semicircular canal stimulation. \emicircular canal function was described quantitatively, and habituation ofpostrotatory nystagmps was seen toberelatively mature at.this age. Duration: January 1975-June 1977. Cooperating group(s): (1)'` United Cerebral Palsy ofranklin County. (2) Easter Seal Society. (3) OhioStateUniversity, Nisonger Center. Publications: Science, Spring- Summer, 1977. 39-CG-3 A STUDY OF PRAXIC BEHAVIOR IN CHILDREN

luvesilgaior(s): BryantJ. Crafty, Ed.D., Professor, Department of Kinesiology, University of California, Los Angeles. California 90024. Purpose: To study the degree to which a motor planning qualitKernerges in children,ages 3 to 7_ Subjects: Normal, ,Caucasian boys and girls, ages 4 to 6; and boys and girls designatedas minimally neurologically impaired. Methods: In a normative study, children were 'givena demonstration of a six -count movement to be copied using the hand., A four-way analysis of variance was used to assess the interaction of sex, air, handedness, and performance. Duration:March 1977-March 1978. Cooperating group(s): Los Angeles City Schools.

39-CG- SCRATCHING OF INFANTS

Investigator(s): C, E. Schorer, M.D., Assistant Director, Clinical Affairs, Lafayette Clinic, 1 East Lafayette, Detroit, Michigan 48207_ .Purpose: To determine the significance of neonatal scratching to later motor develop_ment. Subjects: 28 neonatal scratchers and 28 nonscratchers born in 1962. Methods: Infants were\seen the day of their birth andwere given a scratching or non- scratching status. Birth histories Were al.:.-4ined from hospital records. follow-up interviews with the mothers were coaductefi via teltal...ine at 6 weeks and 3 and 6 months. Subjects were seen at 1 and 5 yeata. -Aeasures administered to the children include the Wechsler Intelligence Scale for Children, Minnesota Multiphasic Personality Inventory, Vineland Social Maturity Scales, and other neurological and psychological tests. Findings;Scratchers have more skin disease and are more dexterous. Duration: 1962-1980. Intellectual

39-DB-1 .THE EFFECTS OF NOVELTY ON THE YOUNG CHILD'SEXPLORATION OF OB- JECTS-

Investigator(s): Katie Best Butler, M.A., Acting Director, Mary Moody Northern Center for Early Childhood Edueation, 15th Street and Avenue E, Galveston, Texas 77550. Purpose: Toinvestigatethe effects of novelty on young children's exploration of corn -' monplace three - dimensional objects; and to examine the effects of the repeatedexposure of the..no.Iel object on the subjects' exploration. Subjects: 15 male and 15 female black children, ages 54 to 60 months, from low income families. Subjects were enrolled in the day care component ofan early childhood education center. Methods: A repeated measures, design was used. Five Males and five femaleswere randomly assigned to each of three unfamiliar objects. The object to ,whicha subject was assigned became the novel object for that subject. The othertwo objects took on familiar stimulus properties through repeated exposure to the subjects during Tour individual 10- minute familiarization sessions. he novel object was then added to the two familiar

39 objects during the following four10-minute sessions which occurred twice daily, 2 days in succession. The observer recorded.the subject's explorationof the -three, objectson a 'checklist at the end of each 10-se4ond interval, whichwas indicated by a recorded sound heard through a listening Most connected toa cassette tape recorder. Data from the last four obiervation sessions were analYzed- rfaultivariati analysis of variance to test whether or pot there is a significant difference benkert the amount of explorationof the novel object and that of the -highest- scoring familiar objects.To determine if-there was a trend and, if so, the nature of the tread;---trencranalysiswas used tOlest Whether or not a decrease in exploration of the novel object occurredover the four sessions. Duration: October 1976-April1977.

39-DB-2 GENETIC AND ENVIRONMENTAL INFLUEPJCES ON THEDEVELOPMENT OF PIAGETIAN LOGICO-MATHEMATICAL CONCEPTS

Investigator(s):Steven G. Vandeaberg, Ph.D., Professor; Arleen-Garfinkle,M.A., Project Coordinator; And Richard Simmons, Graduate Student, Institute for Behavioral Genetics; and Michael L. Claussner, B.A. GraduateStudent, Department of Education, University of Colorado, Boulder, Colorado 80309. PurposeTo study the development Of logico- rnathernaticalconcepts in monozygous and dizygous twin pairs; to investigate interrelationships amonglogico-mathematical concept development and verbal, reasoning,memory, and lal-ain laterality developmental factors; arid to investigate environmental influences. Subjects: 200 Caucasian, same-sex twin pairs,ages 4 to 8'A (50 monozygous and 50 dizygous pairs of each sex), living in Colorado andrepresenting the full range of socioeconomic backgroUnds. Methods:Twin zygosity is determined by parental questionnaire oftwin similarity, PTC, PROP, and fingerprint analysis. Twins take the Piagetian MathematicalConcepts Battery (PMCB), Peabody Picture Vocabulary Test, Raven ColouredProgressive Matrices, Visual Memory, Piagetian Punishment Judgment Tasks, andlaterality measures. Parents corn- plete the Moos Family Environment Sealeand Attitudes Toward Education Questionnaire, and provide occupational and educational 'data.Environmental influences on testper- formance will be analyzed by multiple regression. Abroad'heritability will be calculated for performance on each test. Using multiple regression,the effects of all dther measures will be partialled out of variance in PMCB performance,and _PhICE residual scores subjected to genetic and environmental analyses bypath analysis.Similarly,analyses will he ddne on residualscores of each cognit est. Findings: Age is highly correlated with performanceon the various cognitive measures, Twins of lower socioeconomic statusare difficult to locate and more hesitant to participate. Duration: January 1976-August 1978. Cooperatinggroup(s): (I) Variousschool districts and mothers of twins' clubs throughout Colorado. (2) University of Colorada,teouncil on Researchand Creative Work.

39-DB-3 NAUGHTY OR NICE: A DEVELOPMENTAL STUDY OFCAUSAL ATTRIBUTION FOR SOCIAL INTERACTIONS

lovestigator(s):Barbara A, Quinn, Ph.D., Research Associate,DepartmentofPsychology, Brandeis University, Waltham, Massachusetts 02154. Purpose: To examine how childrat atdifferent periods of cognitive development (preoperational, concrete, and formal operations)use the information types specified in

40 46 Kelley's (1%7) model (consensus, distinctiveness, and consistency) to make causalat- tributions about the behaviors of peers in social interactions. Subjects: 108 children and 36 adults: 18boys,and 18 girls from each of grades 1, 3, 6; and 18 men and .18 wOrnea undergraduates. Me1hodsrSlibjects-werepresentedvith three Mary pairs accompanied byilitisTrations, each varying one type of information at a time, Subjects were asked tocompare agents (actors) and targets (persons.acted upon) to decide which was nicer, meaner, etc.; i.e., to makea -causal- attribution -of personal-responsibilityResponses- were compared -tb-predicted-choices based on Kelley's model. Agent, target, and total attributions were analyzed using 3- and 4-way analyses of variance (age X sex X information type X attribution type). Findings: The data revealed developmental trends in the ability touse information types as adults do. Based on certain', information types, 'attributions required theuse of only 'a simple covariation schema which even young children were able .to do. Other information types required the use of a more complex discounting principle which only older subjects were able to do. Duratiort: 1975-completed. Publications: Reprints of papers are available from he investigator.

39-DB-4 THE DEVELOPMENT OF SPATIAL ORIENTATION IN INFANCY

Investigator(s):LindaP.Acredolo,Ph.D.,AssistantProfessor,Departmentof Psychology, University of California, Davis, California 95616. Purpose: To determine at whit developmental stage an infant becomes able to maintain its orientation despite a simple movement through a large-scale space;e.g., a room. Subjects: Infants, ages 6, 9, 11, and 16 months. Methods: The infants were trained to expect an event to occur at a window to their left or fight. An identical window was located opposite the first window. Once the expectation was established, the infants were moved so that their view of the room was reversed. A"' large star surrounded the event window for half the subjects. The direction (window) toward which infants turned in anticipation of the event indicated whether theywere coding the location egocentrically or objectively. Findings: At9, and 1.1 months, infants fail to maintain their orientation despite the star at the correct window. Instead, they repeat the head turn they had associated with the event during training. Finally, at 16'months, the infants respond to the correct window, indicating the use of an objective frame of reference. Duration: September 1974-completed.

39-0B-5 COGNITIVE DEVELOPMENT OF SYNANON CHILDREN

Investigator(s): Linda Burke; Ph.D, Psychologist, Synanon Research Institute, Synanon Foundation, Inc P. 0. Box 786, Marshall, California 94940. Purpose: To determine what changes in cognitive performance occurred ina group of . children reared from birth in a peer-communal environment. Subjects: Eight boys and girl., ages 3 to 4, who had been reared communally from birth at Synanon. Methods: Starting at 18 months, the children participated in an acceleratedprogram that incorporated structural workshops and classrooms. Reading readiness curriculum beganat 3 to 3 'A years of age. The children were given the McCarthy Scales of Children's Abilities

41 when they were ) and 4 years old andwere retested with the same test 114 years later. Means and standard deviations were computed, awlan analysis of variance was done. Findings: The increase in the children's IQscores was significantly above the average,. At the initial testing, when the childrenwere <3 and 4 years old, they obtained a mean IQ of 105-.-When they were retested] yearsiatec., they, had a mean IQ of 116. Duration: February 1975-completed. Publications: Information is available from the investigator.

39-DB-6 VISUAL PERCEPTION OF NUMBER AND NUMBERCONSERVATION AND RAGGED CONSERVATION OF NUMBER

Investigator(s):WalterJ.Sanders,Ph.D.,Professor,Department of Eleme tary Education, Indiana State University, Terre Haute, Indiana47809. Purpose: To determine the correlation between visualperception and conservationto ' investigate the influence of perceptual trainingon conservation; and to investigate the development of conservation at the criticalstage between no observed conservation and total conservation and relate these finding_s to visual perception of number. Subjects: 94 boys and girls: 26, age 3; 43,age 4; and 25, ages 6 to 8, in five classes. Methods: The subjects were tested individually forconservation of number using- a Piagetian task in which the number ofobjects varied from two to ten, dependingorythe child's response. Each childwas also shown 20 dot cards, one at a time, andwas encouraged to say how many dots therewere as soon as the card was flashed. The number of dots on the cards varied from zero toten. Half of the cards had dots that were randomly scattered, and the rest had dots groupedas on playing cards. Findings: There seems to be a positive correlationbetween visual perception andcon- servation. Partial conservation doesoccur, and it is related to visual perception. Duration: September I975-January 1978.

39-VB-7 ENDOCRINOPATHY AND SPATIAL FUNCTIONING

Investigator(s): Joanne Rovet, Ph.D., Research Fellow;and C. Netley, Ph.D., Chief Psychologist, Psychology Department. Hospital forSick Children, 555 University Avenue, Toronto, Ontario, Canada M4R I R4. Purpose: To study the cognitive consequences of abnormalitiesin children's growth and development, in order to understand the relations betweenchromosomes, hormones, and maturational rates on the development of spatial cognitiveprocesses. Subjects: As many children as possibleacross a wide age range, who have problems in growth and development asa result of endocrine dysfunctions or chromosomal abnormalities. Methods:Subjects are extensively tested on a variety of cognitiveand IQ tests. These test results are examined as a function of endocrinopathy,hormone levels, lateralization, sex, and development. Findings:There appear to be marked impairments in spatialfunctioning in girls, and in verbal functioningin boys. These impairments interact with thedegree of cerebral asymmetry. Duration: June 1976-June 1978.

42 39-DR -8° NATURALISTIC STUDIES OF BLACK CHILDREN'S 'COGNITIVE AND SOCIAL BEHAVIOR IN SCHOOL AND COMMUNITY SETTiNGS

loyestigator(s): Dalton Jones, Ph.D., Assistant Professor, Department of Psychology, University-of- Massachusetts; Amherst-;-Maisath-USetta 01002. Purpose: To analyze the effects of social context on cognitive functioning. Subjects: 24 black bogs and 'girls, ages 4 to 6, half high and half low achievers. --Methods:--Subjects-were-administered standard IQ- and- achievement-tests,--and-teacher evaluations were collected. Videotaped recordings were made of the children's free play.cin playgrounds-and in classrooms. Observational datatwere &lso collected via (I)a science activity called "Batteries and Bulbs," (2) problem =solving games which used two- and three-dimensional classifications of attribute matrixes and venn 'diagrams, and (3) word matrixes which attempted todifferentiateinductivevs.deductive problem solving strategies. Duration: September 1973-August 1977.

-DB-9 .- DEVELOPMENT OF ANALOGIC REASONING

Investigator(s): Robert J. Wright, Ph.D., Assistant Professor, Department of Education, Beaver College, Glenside, Pennsylvania 19038; and Jeanette Gallagher, Ph.D., Associate Professor, Temple University; Philadelphia, Pennsylvania 19122. Purpose: To determine the developmental :,tages in the understanding of analogies; and .to provide a Piagetian explanation for such a developmental process. Subjects: Approximately 400 girls and boys in grades 4 through 7; 10 percent were minority students. ---- Methods: Data included subjtcts' performance on the Written Analogical Reasons Test (WART) and reported strategies used to solve test ittms elicited by asking subjectsto explain how they solved test items. The effect of IQ in analysis of these data.was controlled by a covariance technique. Duration: Spring 1975-Fall 1977.

39-DB10 RECONSTRUCTION IN CHILDREN'S RECALL OF CONNECTED DI COURSE

Investigator(s): Nancy A. Piro, M.A., Teaching Fellow, Department of Psychology, Kent State University, Kent, Ohio 44242. Purpose: To investigate the effects of type (consistent or inconsistent) and, tinning of ancillary information on recall of originally presented discourse. Subjects: Seven fifth grade classes of boys and girls, ages 10.5 to 12. Hethods: Subjects heard two short stories which they were asked to recall immediately and 2 weeks, after presentation. There were two experimental groups (consistent and inconsistent ancillary information) and a control group. Recall errors were analyzed in a 4 (immediately after, I week after, 2 weeks after, and control) X 2 (consistent and in consistent information) analysis of variance. Findings: When given inconsistent information, children's recall of the original shows predicted changes which make the ancillary information consistent with the original. Duration: April 1977-July 1977.

43 .39-DS 11 CONSERVATION AS A FlJNCTI OF DECENTRATION

Investigator(s): Roy Gladstone, Ph.D., Professor, Departrnent Psychology, Oklahoma State University, Stillwater, Oklahoma 7 74i. ______Purpose: To establish a set of norms for'sects of the Pfagetian-water jar probletn;-and-to test Piagetian cetitratiod(stage) theory again ta continuous growth theory. Subjects: Approximately 20 children at eacha: e from 4 to 10. Methods: The procedure consisted of (I) askiz the child to predict how high -water will-- come when it is poured from one container inta container with a smaller diameter; (2) screening the second container, pouring the water and asking the conservation question; (3) unscreening the second container and askingte conservation question; and (4) if the child predicted a height that was quite different' frbmthe actual height; pointing it out and asking the child to explain what wentwrong. The relation _between developmental norms of the prediction and types of conservationwas analyzed. Analyses were done to determine whether a theory of continuous developmentor a stage (decentration) theory best predicted the,results. Duration: 19741978.

39-DB 2 OVER TIME EFFECTS AND INTERACTIONS OF FAMILYAND SCHOOL AUTHORITY STRUCTURES AND CHILD DEVELOPMENT

Investigator(s): Joyce L. Epstein, Ph.D., Research-Scientist andAssistant Professor; and James M. McPartland, Ph.D., Principal Research Scientist andAssociate Professor, Departthent of Social Relations. Center for SocialOrganization ofSchools, Johns Hopkins University, 3505 North Charles Street, Baltimore,paryland.21218. Purpose: To document how different family authoritystructures influence cognitive and noncognitive development, especially, during preadolescenceand adolescence; and to ''',;ivotnpare the influence of family withthe influence of the school in selected studentout- comes. - Subjects: 7,30( students in grades 5 through 12 in 39 elementaryand secondary schools in Maryland. Subjects represented a wide range of socioeconomicbackground characteristics. Methods: Data were collected in surveys of students in1973 and 1974. Schools included open and traditional instructional progran)s;families included open and traditional childrearing approaches. Multiple regression( analysiswas the primary analytic technique used to study interaction effects and partitioning of variance. Findings: Significant main effect, show that Participation in familyand school decisions is associated with more positive perkonality development and schoolcoping skills throughout adolescence. Family socioeconomic status is uniquely importantonly for student college plans. No interactioneffects of school and family characteristics.are consistently significant, Duration: June 1976-June 1977. Cooperating group(s): (1) Office of Child Development;Office of Human Development; U. S. Department of Health, Education, and Welfare. (2) NationalInstitute of Education; U. S. Department of Health, Education, and Welfare. Publications: Two working papers are available from the investigator:(1) Epstein, J. L. and MEPartland, J. M. Family and school interactions and maineffects on nonacademic outcomes. (2) Epstein, J. L. and McPartland, J. NI. The influence of familyand schofil environments on the development of student outcomes andsex differences.

44 39- B-13 FACTORS RELATED TO COGNITIVE DEVELOPMENT IN A CHANGING AFRICAN CULTURE AND A CULTURALLY PORTABLE INVENTORY OF COGNITIVE DEVELOPMENT

Investigator(s): Lynne A. Streeter, Ph.D., Research Psychologisi;. and Thomas' Y.,---Tan- dauer, Ph.D., Research Psychologist, Bell Laboratories, 600 Mountain Avenue, Murray Hill, New Jersey 07974; and John W. M. Whiting, Ph.D., Department of Anthropology, Harvard University, Cambridge: Massachusetts 02138. - Purpose: To develop a portable cross- culture- test -of cognitive development; and to relate cognitive development to a number of demographic variables, suchas family size, birth order, and socioeconomic status to determine whether patterns thatare found in stable western cultures are obtained in a nonwestern culture undergoing rapid social change. Subjects: Approximately 450 Kikuyu children, ages 4 to 9. Methods:Atest battery of foul' subtests was developed (from an original 17) on the basis of the strength of their correlation with chronological age. The, test battery could be recalibrated in another culture and could be administered by relatively unsophisticated testers in approNimately 15 minutes. Subtexts included (1) body parts test: the child is_given the name of a body part and is 'required to locate it on his or herown body; (2) animal Naming test: the child naives as many_ animals as possible in one minute; (3) auditory in tegration: c rnrnon words are presented syllable by ,syllable with a delay of 3 seconds between -syllables, and the child supplies the word usinga normal speaking rate; and (4) embedded figures: the child attempts to find a triangle that is embedded in pictures of coherent scenes or meaningful objects. The test battery was administerecho the subjects, and results were correlated to family variables. Findings: Correlations between family constitution and the cognitive development index failed to show patterns that are typical in stable western societies; neither family sizenor birth order was correlated with cognitive development. Duration: 1973-1978. Cooperating group(s): University of Nairobi, Child Development Research Unit, Nairobi, Kenya.

DDB -14 A CODE IN THE NODE: THE USE OF A STORY SCHEMA IN RETRIEVAL

Investigator(s):Jean. M.Mandler,Ph.D.,Professor,Departmentof Psychology, University of California, San piego, La Jolla, California 92093. Purpose:To study the w y in which children encode and retrieve stories. Subjects: 24 each of and, 4th, and 6th graders and adultsapproximately equal numbers of males and females. Methods: Subjects heard two kinds of stories: (1) standard stories generated according to the story grammar outlines in Mandler & Johnson (1977) and (2) interleaved versions of the same stories which violated the posited underlying structuje. Quantity, quality, and sequencing of recall were measured. Findings: All three measures of recall were affected by story type. In particular, interleaved stories tended to be recalled in canonical form, This effect was stronger for children than for adults. Duration: November 1976-June 1977. Cooperating group(s); (1) University of California, San Diego, Center for Human In- formation Processing. (2) National Institute of Mental Health; Health Services and Mental Health Administration; Public Health Service; U. S. Department of Health, Education, and Welfare. Publications: A paper presented at the Society for Research in Child Development, New ,Orleans, March 1977, 45 39-DB-16 LOGICAL REASONING IN PRESCHOOL CHILDREN

Investigator(s):Langdon E. Longstreth, Ph.D., Professor, Departmentof ,Psychology, University of Southern California, Los Angeles, California90007. Purpose:To determine the extent of reasoning abilities in normaland retarded prekhool children. Subjects: Normal and retarded children,ages 3 to 5. Methods:Children were trained ou pairs pf objects'withrespect to a transitive relationship; then tested on nonadjacent. objects tomeasure transitive' reasoning. Both concrete and abstract dimensions were used. Findings:Both retarded and normal childrenwere capable of abstract reasoning. Duration:September 1976-completed.

39-DB-16 SEX DIFFERENCES IN SPATIAL ABILITY

lnve tor(s):Gustav Jahoda, Ph.D., Head, Department of Psychology, Universityof Strathclyde, Turnbull Building, 155 GeorgeStreet, Glasgow, Scotland G1 tRD. Purpose:To identify aspects of spatialapility that showsex diffeiences. Subjects:Primary school children, ages 6 to 10:one sample of 72 children in Giant* and 72 in Ghana already completed, and another Glasgowsample of 60 children presently being tested. Methods:A series of tasks-was administered to the subjects.They were derived from Piaget and Inhelder (Mental Imagery in the Child)and specially designed to sample various key features of spatial ability, including 20 and 3Dtransformations and mental rotation. Analysis of variance is being used to'assess the data. Findings:Similar differences have been foundon certain tasks in both cultures. Duration:June 1975-June 1978. Cooperatin group(s): U.S. Social Science Research Council.

39-DC-1 _ ATTENTION AND PREFERENCE: DEVELOPMENTALCHANGES IN EWEN- SIGNAL DOMINANCE

Investigator(s): Richard 6. May, Ph.D., AssociateProfessor, Department of Psychology, University of Victoria, Victoria, -B. C., Canada V8W2Y2. Purpose: To estimate bow children differentiallyrespond to different attributes ofa stimulus, how this differential response changes withage and as a function of specific training, and how both of these relateto learning. Subjects:160 children: 80 boys and 80 girls,ages 4 to 11. Generally, subjects were normal middle class children-from public Schools and daycare centers. Methods:Multidimensional scaling of din-tensional preferenceswas carried out using a technique generated by Seitz(Child Development,1971, 42, 1701-1720) and developed by Fernandez(Journal of Experimental Child Psychology,1976, 21, 175-189). Children were presented stimulus cards with three circles that variedin brightness, size, and orientation of a pointer. They were asked which two circles were thesame or most alike. There were 28 cards used by Fernandez, 10 free-choice cards, andthree subsets of forced choice cards.

46 52 Findings:he mean number of logical forced choice responses to the brightness, dimension was relatively high for all-age-groups, but mean logical responses for size and orientation were low for younger, children and increased uniformly across age. The percentagesof\ children selecting brightness on free choice decreased withage, ,while the percent* selecting orientation increased with age. (See Research Relating to Children, Bulletin30, March-August4972, Study 30-DC-5, p:53.) Duration: May 1975-completed. Cooperating group(s) i(1) National ReSearch Council of. Canada. (2) Greater Victoria School Board. (3) British. Columbia Department of Human Resources-Day Care Centers. Publications: (1) May, R. B.; '?liver, F; and Fernandez, D.pimensional dominance hierarchies and the matching of ktters and words. Journal of Reading Behavior,1976, 8(3); 321-334. (2) Micallef, C. and May, R. B. Visual dimensjdnal dominance and haptic form recognition. -Bulletin of the Psychonomic Society,- January 1976; 7(1), 21-24.13)May, R. B. and Fernandez, D. Dimensional dominance and extraclirnensional shifts. Perceptual and Motor Skills, 1974, 45, 127-133.

-39-13C-2 ATFENTIN MECHANISMS IN HYPERACTIVE .AND LEARNING DISABLED BOYS

Investigator(s): Curtis W. McIntyre, Ph.D., Chairman and Associate Professor;and Michael Murray,. Ph.D., _Adjunct Professor, Department of Psychology,Southern MethodiSt University, Dallas, Texas 75275. Purpose: To compare attentional processes in hyperactIV.e, learning disabled, andnormal boys. Subjects: Boys, ages 6 to 11, in four groups: hyperactivelnonlearning disabled; hyperactive- yearning disabled; nonhyperactive-learning disabled; and normal controls. Methods: Span of apprehension and visual search -techniques are used tocompare attentional processes of the four groups. A set of four experiments is currently UndervTay. Findings: There is a reduced span of apprehension in hyperactive boys. Duration: September 1976-June 1978. Cooperating group(s): Dean Memorial Learning Center, Dallas, Texas.

39-DC-3 THEEFFECT OF RHYME ON PRESCHOOL CHILDREN'S RETENTION OF TH,EMATIC INFORMATION

investigator(s): Donald S. Hayes, Ph.D., Assistant Professor, Department ofPsychology, Universilpazf Maine, OrOno, Maine04473. Purpose: To examine the effectof presenting semantic information story themes ina rhymingformat as compared to a prose format. Subjects: Preschool children, ages 3'2 to 5. Sex is counterbalanced inthe study design. Methods:Subjects were given both recall and recognition tests of their retentionof information presented in rhyming and prose formats. Formatwas a betweensubjects variable. Ratings of eachnursery rhyme and prase story were assessed. Duration:March 1977-completed.

47 39-DC-4 REHEARSAL 'STRATEGIES A AMEMORY

Ifivestigifor(s): Ellin Kofsky Ph.D., Professor; rand Cindy Howe, A.B., Departthent of PsychOlogy, Univ aryland, College'Park, Maryland 20742. Purpose: To test the relation.betwee earsal strategics, [newly monitoring, and recall. Subjects: 54`boys and 54 girls:16 each from second and fourth grades andfrom college, all from middle class suburban backgrounds. Methods: The variables analyzed included- recall' of a 12-item picture list,extent of out-loud rehearsal, and predictions of recall of items before and after recall. Analyses" attemptedto determine whether items that have beet) rehearsed moreare thcise with which the subject is better able to predict recall or better able to monitor memory. Duration: February 1977-September 19"T7.

=DC-5 THE EFFECT OF PRESTIGE OF MODEL GN LEARNING RY (INIITATN

Investigator(s):Yosef Geshuri, AssociateProfessor,Psychology/Guidance Department, Northwest Missouri State University, Maryville, Missouri 64468; Purpose: To determine whether the discriminative observational learningof first and second graders would be facilitated by a model whose prestigestatus has been enhanced or decreastd by the teacher's praise. Subjects: 20 first and 20 second graders: 10 boys and 10 girls in eachgrade, who were enrolled in the Northwest Misiouri State University Laboratory School, Methods: Subjects observed a ruddel perform errorlessfyon a ation task. The model's prestige was.maniPulated by the teacher, who- eitherpred or reprimanded the model after the -first model exposure. The model then performedsecond time. Subjects' performance on the discriminative task was assessed after each mode - xposure, the first being the baseline; the second, fhe test measure. Perfortnancewas eva u ted amiss conditions (high vs, low prestige) and across trials. Findings: Subjects observing a high prestige model performed,more accurately than those who observed a low pttise JpodeL High prestigt condition subjects alsoperformed more accurately on the second trial ,(after second model exposure)' thanan the first. Second graders performed more accurately than first graders. Duration: January 1975- completed, Cooperating group(s): Horace Mann Lab- School. Publications:The NorthwestMissouri StareUniversity Studies,1976,24(4)

39-DC-6 THE DEVELOPMENT OF !WAVY EHAVIOR

Investigator(s):YosefGeshuri,PhM.,AssociateProfessor,PsycholoeveGui lance Department, Northwest Missouri State University, Maryville, Missouri 6446$. Purpose: To investigate those varKbles involved in the process of learningto imitate are spatially and temporally contiguous and contingent upon reinforcement, par(ict.larly early mother-infant response matehin Subjects: Four male and three female infants, ages 6 to- I I months; and heirmothers, all of whom were homemakers.' Methods: Mother-baby interactions were firstbserved at home during ordinary caretaking periods. Matched verbal and `7otor be haviots, were scored by two independentobservers: A test for imitation was administered to the babies 18 months later, and the extent of their !lunation was correlated with the amount of mother-baby response matching. Findings:Imitation was significantlycorrelatedwithearlymother-infant matching IcTonses. Duration: March 1975-January 1977. Publications: Information is available helot the investigator.

9 -DC -7 THE INFLUENCE OF DIFFERENTIAL CRITERION LEVELS ON THE VISUAL DISCRIMINATION LEARNING OF KINDERGARTEN CHILDREN

Investigator(s): Henry G. Tirnko, Ed.D., Associate Professor, Faculty of Education, University of Victoria, Box 1700, Victoria, British Columbia, Canada. Purpose: To determine the effect of criterion level on learning involving two discrimination modes (simultaneous and successive) and two tasks (initial visual discrimination anda later perceptual/auditory task). Subjects: 40 kindergarten children tested during the second month of the schoolyear. Methods: Two criterion levels, two discrimination modes, and two learning taskswere compared in a 2 x 2 x 2 analysis of variance. The task level factor was a repeatedmeasure. dependent variable for all conditions was number of trials to criterion. Findings:Simultaneous discrimination mode was significantly superior to the successive discrimination mode.Differencesincriterionlevelsignificantlyinfluence successive discrimination learning, but not simultaneous discrimination learning. Duration: September 1976-March 1977.

39-DC-8 MEMORY AND REASONING IN CHILDREN

investigator(s):Ellin Kofsky Scholuiek, Ph.D., Professor; and Janet W. Johnson, A,sistatit Professor, Department of Psychology, University of Maryland, College Park, Maryland 20742. Purpose: To test whether recall and reasoning in children are related. Subjects: 48 third and fourth grade children attending an urban school; and 24 -ol!ege students. Methods: Subjects were divided into four groups on the basis of their performance on two Piagctian tasks. There were four class inclusion questions of the form: Mary had three cats idlit'o don Did she have more pets or more cats? The four seriation questionswere of the form: Mary had more cats than dogs and more dogs than rabbits. Did she have more rahhits or more cats? Based on their performance, the subjects were placed into one of four categories: passed neither set of questions (less than three right on either); passed only seriation; passed only class inclusion; or passed both. They then heard sets of stories, half of which told class inclusion material, and half of which told seriation material. In each story there were an explicit premise and an implicit inference. (E.g., Susie has seven rings and three necklaces, She has more rings than necklaces is an explicit premise. That she has more jewelry than rings is a class inclusion inference implicit in the story.) After hearing a set of stories, the children were asked to designate which sentences of a group they thought they heard and which they did not hear. The choices were true or false premises and trueor false inferences. (E.g.. a true premise is that Susie has more rings than necklaces, whilea false inference is that she has more rings than jewelry.) if memory and reasoning skillsare

49 linked, it is expected that children who mastered clasS inclusionwould re-cognize more true premises and true inferences than those who didnot know class inclusion, and that the included, would also recognize fewer false premises and inferencesas having been said. Similarly,'scriators should recognize true sedation premises andinferences and reject false premises and inferences more than nonseriators. Finally,it was predicted that class in- elusion would produce more striking results because itis less dependent on remembering premises since there is always more in the inclusion than includedclass. Duration: Spring 1976-Fall 1977. Cooperating group(s): Washington, D. C. Public Schools.

39 -DC -9 MEMORY FOR PROSE: DEVELOPMENT OF MNEMONICSTRATEGIES

Invest' r Daniel J. Christie, Ph.D., Assistant Professor, Departmentof Psychology, Ohio State University, Marion, Ohio 43302. Purpose: To explore the possibility that deliberate mnemonicstrategies are involved in children's retention of meaningful prosepassages; and to determine if older children use the high order relations in prose more efficiently thanyounger children. Subjects: 40 child' from first grade and 40 children from fourth grade. Themean age for the two grade levels was 6.8 and 9.8 respectively. Methods: Two passages, each of which contained20 sentences, were employed. The sentences withinthe passages were difficultto comprehend without the children's knowledge of the context within which the story took place.A 2 x 2 x 2 factorial design with two dependent measureswas employed. The factors were (I) context: presented vs. withheld; (2) instructions: intentional (children whowere informed about the subsequent memory task) vs. incidental (children not informed); and (3) grade: firstvs. fourth graders. Dependent measures consisted of a reconstruction and recognitiontest. Findings: Analysis of variance indicated that older childrenrecognized anti reconstructed a greater number of .sentences than younger children. The presentationof contextual information facilitated older as wellas younger children's reconstruction and recognition scores.I or reconstruction scores, the instructional factor interactedwith grade, so that the relative impact of the instructional manipulationwas greater for older than younger ehildreu, The absence of a context by grade interactionindicates that older as well as younger children very efficiently use their semantic memorysystem to retain the essential features of prose.t=he significant grade by instruction interactionindicates that older children employ deliberate mnemonic strategies whenpreparing to reconstruct meaningful prose. Duration: 1975= ut

39-DC-10 DEVELOPMENT OF STRATEGIES OF REMEMBERING INBLACK CHILDREN

Investigator(s): Farival Ross-Sheriff, Ph.D., AssistantProfessor, Department of Social Work, Howard t Iniyersity, Washington, D. C.20059. Purpose: To identify strategies for informAionstorage and retrieval used by good and poor learners in elementary schools. Subjects: 80 black children selected random'- from kindergarten,1st, 3rd, and 501 grades of an elementary school in Washington, D. C.

5 0 Methods: Information was collected byan interview schedule consisting of general and specific school related questions and problems dealingwith strategies of information and retrieval. School teachers were involved in developingrelevant school related questions and in the interpretation of research results.Apart from the interview, teachers were asked to classify subjects as good, average, or poor learners.The responses on each interview question were tabulated by educational level andby ability groups as identified by theteachers.Data were then compared by nonparametric statisticstoindicate developmental changes and relationships between strategiesused and general academic ability. The results of this research will provide thebasis for an experimental research project, that will seek relevant inputs to the developmentof memory strategies and skills for scholastic achievement. Duration: September 1976-August 1977. Cooperating group(s): (1) Shephard School. (2) HowardUniversity, Faculty Research Grant and Spencer Grant.

39-DD-1 AGREEMENT AMONG RATERS ON THREE EXPERIMENTALTESTS: SUB- STITUTE USES, COMBINING OBJECTS, NEWUSES

Investigator(s): Reuben R. Rusch, Ph.D., Director; andJudy Steiner, M.A., Graduate Assistant, educational Research and Service Center,State University of New York, Milne 122, 440 Washington Avenue, A !filmy, New York 12203. Purpose: To examine the problems of scoring anddetermine the degree of agreement among independent raters. Subjects: 115 boys and girls in two sixth andtwo seventh grade classes; and graduate students in an educational psychology class. Methods: The Substitute Uses Test, Combining ObjectsTest, and New Uses Test were administered to sixth and seventh grade students. Thesetests were scored by two independent graduate student raters. After recording independentscores, raters compared scores, discussed problems of scoring, and made recommendations. Findings: There was considerable agreementamong raters, but lack of agreement between parts of the same test (low internal validity). Duration: May 1976-February 1977.

39-002 A FACTOR ANALYTIC STUDY OF FIELD DEPENDENCE,SEMANTIC REDEFINITION, SPONTANEOUS FLEXIBILITY, ANDCONVERGENT PRODUC- TION OF SEMANTIC TRANSFORMATIONS

Investigator Reuben R. Rusch, Ph.D., Director; aid Judy Steiner,M.A., Graduate Student, Educational Research and Service Center, StateUniversity of New York, Milne 122, 440 Washington Avenue, Albany, New York 12203. Purpose: To ascertain whether the factors assessed by fiLe instrumentsare similar. Subjects: 115 boys and girls in two sixth grade andtwo seventh grade classes. Methods: Subjects were administered the Rod and FrameTest, Combining Objects Test, Substitute Uses Test, Gestalt Transformation Test, and the NewUses Test. Data were factor analyzed. Duration: May 1976-February 1977.

51 39-DO-3 FACTOR ANALYTIC STUDY OF THE MCCARTHY SCALES OF CHILDREN'S ABILITIES

Investigator(s): Michael J. Wick, Ph.D., Coordinator; and Ernest .0. Watkins, Ph.D., Director. Institute of Mental and Physical Development, Texas Woman's University, Box 23029, TWU Station, Denton, Texas 76204. Purpose: To present an independent sample of children who have been assessed with the McCarthy Scales of Children's Abilities (MSCA) with factor structure of the instrument based upon sex differences or similarities. Subjects: 200 middle class girls and boys, ages 3 to 4 /2, evenly divided bysex in an age stratified random sample. Methods: MSCA raw scores for each s Ibtest were factor analyzed using the statistical package BMD 08M. Findings: Preliminary, findings indicate significant differences between male and female subjects in both number of factors elicited and compoition of factors obtained. Duration: September 1976-September 1977.

39-DD-4 COMPARISON OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN-R AND THE CULTURE FAIR INTELLIGENCE TEST IN A JUVENILE POPULATION

Investigator(s): Anita L. Smith, B.S., Administrative Technician; J. Ray Hays, Ph.D., Research Specialist; and Kenneth S. Solway, Ph.D., Clinical Psychologist, Texas Research Institute of Mental Sciences, 1300 Mourannd, Houston, Texas 77030. Purpose: To determine the relative cultural bias of each test; and to determine if the Culture Fair Inventory (CFI) can be used as a valid estimate of IQ by comparing it with the more widely used Wechsler Intelligence Scale for Children-R (WISC-R). Subjects: 51 adolescent girls and boys, ages 12 to 17, who were in the juvenite justice system. Methods: Data were collected from the CFI and the W1SC-R tests administered as part \of a battery of tests during a required testing session. Pearson r and analysis of variance with NeumanKeuls test for individual differences were used to analyze the data. Each subject was his. own control for correlational analysis. Subjects were divided into white and minority groups for cultural bias analyses. Findings: The CFI scores correlate significantly with WISC-R scores: full scale .76; verbal .71; and performance .70.,The W1SC-R scores for the two groups were significantly different from each other. As(Ithough the CFI -ernoves some bias, white scoreswere still higher than minority scores on both tests, indicating .-c is still some bias. Duration: August 1976-April 1977. Cooperating group(s): Harris County .1venile Probation Department.

39-DE-1 A CROSS-CULTURAL, CHRONOLOGICAL, DEVELOPMENTAL STUDY OF THE NAMING AND CONCEPTUALIZATION OF SIMPLE GEOMETRIC SHAPES AND SPATIAL RELATIONS

Investigator(s): Sandor B. Brent, Ph.D.ssociate Professor, Department of Psychology, Wayne State University, Detroit, Michigan 48202. Purpose: To discover and describe theprocess by which geometric and spatial concepts develop as a function of level of formal geometriceducation, chronological age, and cultural background. Subjects: Detroit girls, ages 16 to 20, at four levels ofgeometric sophistication; Canadian Ojibaway Indian children; Detroit boys and girls,ages 8, 12, 16, and 20; and a comparable sample of Japanese school children. Methods: In a two-subject communicationsgame, one subject of each pair had to describe each of a set of 11 geometric figures, so that ,,econo subject could successfully pick the same figures from a comparable set. Of primary interestwas an analysis of the concepts underlying the language used to describe these figures. Findings: There appears to be an empirically validated,developmentally ordered set of categories for 'describing geometric figures, andan empirically validated non-Euclidean geometry used at developmentally earlier levels of geometric conceptualization. Duration: March 1966-September 1978. Cooperating group(s): 11) Job Corps Research Contract;Office of Economic Opportunity; U. S. Department of Health, Education, and Welfare.(2) National Science Foundation.

-DE -2 DEVELOPMENT OF THE TIME CONCEPT:DIFFERENTIATING CLOCK OR CALENDAR ,TIME DURATIONS FROM APPARENTDURATION

Investigator(s): Alida Westman, Ph.D., Associate Professor,Department of Psychology, Eastern Michigan University, Ypsilanti, Michigan 48197. Purpose: To discover (I) the age at which children distinguishbetween clock or calendar time durations and subjective time durations; (2) theeffects upon estimated subjective duration of the emotional tone of events which happenduring the duration, and to whom these events happen; and (3) how longa duration people of various ages can thinkabout. Subjects: 1,401 lower middle class children in kindergarten,_2nd, 4th, and 6th throw ;12th grade; 194 college students; 180 college professors;and 36 patients, older than 8 and younger than 40,'in an intake ward of Ypsilanti Mental Hospital. Methods: Subjects rated stories aboutcommon events each representing (I) a different time duration (30 seconds, 15 minutes, 30 minutes,an hour., a day, weekend, week,_ month, season, year, 2 years, 4 years); (2) an emotional tone (pleasant, unpleasant,neutral); and (3) an event happening either to self or tosomeone else. Stories were rated on a 5-point scale foi- how long the event lastedon the clock (or calendar) and for how long the event seemed to last to the person experiencing theevent. Findings: Most 'sitid-rgartners think in terms ofvague groupings of durations: brief things (like the taste of a cookie or a pill), longer things (whichlast an hour, day, weekend, or week), and very long things (month,year, season). Most second graders are beginning to understand that unpleasant things seem to last longerthan they really take, and that pleasant things seem to last less long than is really thecase. With age, longer time periods can.be thought about, although a month is a very difficult periodto think in terms of until the person in young adulthood has experienced monthlyevents; e.g., rent payments. Emotional stress leads_ to changes in perception of time.Different people use different conceptual strategies, or,ly one of whichcan be labeled regression, Duration: Winter 1975-Spring 1977. Cooperating group(s): (1) South Lyon 1= igh School. (2) LincolnConsolidated Schools. (3) Ypsilanti State Mental Hospital. 39 -BF -1 METACOGNITION AND MOTHER-CHILD INTERACTION

Investigator(s): James V. NVertsch, Ph.D., Assistant Professor, Department of Linguistics; and Joan McLane, Instructor, Department of Education, Northwestern University, F,vanston, Illinois 60201. Purpose: To study how mothers provide much of the metacognitive processps involved when they help their child try to solve various problems. Subjects: 30 mother:child dyads from white, middle class families: 10 families includea 2'1 -year old; 10, a 3 '/2-year old; and 10, a 4/ -year old. Half of the childrenwere male, half female. Methods: Mothers were asked to help their child carry out a series of tasks suchs making a puzzle or building a block tower in accordance with a model. Videotapes o ese sessions were analyzed in accordance with a coding scheme that was developed on he basis of a hierarchical scheme of interactioncategories developed from theoriesinlanguage philosophy and the work of L. S. Vygotsky. Duration: March 1977-August 1977. Cooperating group(s): Northwestern University, Office of Research and Sponsored Programs.

39-DF-2 ANALYSIS OF THE EFFECTS OF ORGANIZING EXPERIENCE UPON SOLVING CLASS-INCLUSION PROBLEMS IN YOUNG CHILDREN

Investigator(s): Juliette Relihan, Ph.D., Consultant, Greer School, Hope Farm, Millbrook, New York 12545. Purpose: To determine if training young children to use a chunking (or organizing) strategy, which recodes the interaction between groupings as required of operations in class, inclusion, can help children to solve class-inclusion problems. Subjects: 12 boys and 12 girls in kindergarten (mean age 5 years 9 months); and thesame number of children in first grade (mean age 6 years 10 months) froma middle class community 90 miles from New York City. Methods: Subjects were pretested to determine their level of classification skills and randomly assigned to an experimental or a control group. Allwere trained for 4 days in various higher level classification skills. The experimentalgroup was taught a mnemonic desi,,ned to facititaLe their remembrance of the material presented through-theuse of a specific organizing technique. A chi-square analysis was math, to determine whetherthe performance of the two groups differed significantly from performance expected by chance. Findings: Children in the experimental group differed significantly from chance at the .01 level of significance. All children in this group were able to solve the higher level tasks after training and maintained performance during a 4- to 6-week interval: Control subjects did not advance. Duration: March 1976 - complied. Cooperating group(s): Millbrook Elementary School. Publications: A paper presented at the American Educational Research Association, San Francisco, California, 1976.

54 39-DO-1 AGE AND FIGURE-GROUND PERCEPTION

investigator(s): Leonard Zusne, Ph.D., Professor,Department of Psychology, University of Tulsa, Tulsa, Oklahoma 74104.

Purpose: To provide empirical support for theconceptualization of figure-grotind asa planar continuum that includes embedded figures, reversible figure-ground, as.yiellas random noise. Subjects: 80 children: 20 from each of the followingage groups: 4 to 5; 8 to 9; 11 to 12; and l8 to 22, equally divided bysex. ftiethods: An experimental imbedded figurestest consisting cf 15 stimuli was individually administered to subjects. Search timeup to 3 minutes was measured its 1-second intervals. Mean search times per designwere recorded and used to construct three-dimensionaldata, space. Findings: The tilt of each data plane has beenestablished. Decreasing age located data planes higher in the third dimension with longerlatencies, Duration: Fall 1976-March 1977.

39-DH-1 EARLY LANGUAGE ASSESSMENT SCALE

Investigator(s): J. Ronald Lally, Ed.D., ProjectDirector; and Alice S. Honig, Ph.D., ProgramDirector,FamilyDevelopmentResearchProgram,Collegeof Human Development, Syracuse University, 100 Walnut Place,Syracuse, New York 13210. Purpose: To discover whether a high qualityday care program for infants that places emphasis on language facilitation can improvethe decoding and communication skills of disadvantaged infants compared to infants ofa low income contrast group and of infants from a high education contrast group. q Subjects: Infants, ages 6, 12, 18, 24, and 30 months,enrolled in the Syracuse University Children's Center; and infants, ages 12, 18, and30 months, from low 'income and high education cross-sectional contrastgroups. Methods: Toys, facial expressions, socialgames, masks, tones, questions, verbal models for imitation, and pictorial materialswere used to elicit vocal and verbal responses and appropriate gestural responses from infants. Findings: Although the scores of the threegroups of infants do not seem to differ initially,. by 30 months the experimental infants from the enrichment program are achievingscores closer to high education group infants and abovethe scores of low income contrast infants. Duration: July 1974-June 1977. Cooperating group(s): Office of Child Development: Officeof Human Development; U. S. Department of Health, Education, and Welfare.

39-DH-2 ACOMPARATIVE STUDYOF THE LANGUAGE ACQUISITION OFRURAL WYOMING INDIAN, CHICANO, AND ANGLOKINDERGARTEN CHILDREN

Investigator(s): Wesley Little, Ed.D., AssociateProfessor; and Max Contreras, Instructor, Department of Elementary/Early ChildhoodEducation, College ofc.Education, University of Wyoming, 111 Graduate Hall, Laramie,Wyoming 82070. Purpose: To measure language deficiency of childrenupon entering kindergarten and after one term of kindergarten. Subjects: 90 children: 15 male and 15 female each of Indian, Chicqno, and Anglo children, ages 5 to 6, selected from eight rural Wyoming communities. All subjects reside in rural communities as defined by the U. Department of Health, Education, and Welfare; have lived in Wyoming for at least 4 years; and have no language learning problems. Methods: Language performance was measured with the Test for Auditory Comprehension of Language (TACL), an instrumentwith norms appropriateforuse with low socioeconomic as well as middle socioeconomic children. With the TACL, the child is riot required to respond orally but needs only to point to the appropriate One of three pictures which corresponds to a word, phrase, or sentence spoken by the experimenter. The study design closely resembles the non-equivalent control group design discussed in the Campbell and Stanley designs. Demographic and socioeconomic data were gathered for each student to determine the make-up of each classroom and for possible use in later correlation analyses, of the overall data. Mean scores will be computed for each different variable in the pre- and posttests. Duration: July 1977-April 1978. Cooperating group(s): (1) Wyoming Public School Districts.(2) Wind River Indian Reservation Schools. (3) Wyoming State Department of Education. Publications: Information is available from the investigators. I (.4 9 -DH -3 PHONETIC CONTEXT AS A DEVELOPMENTAL ANDTHERAPEUTIC CONCEPT FOR, MANAGEMENT OF ARTICULATION DISORDERS: PHASE II

Investigator(s): Ida Stockman, Ph.D., Project Director; and Lillie B. Wharton, Research Assistant, Center for the Study of Handicapped Children and Youth, Howard University, 2935 Upton Street, N.W., Washington, 0. C. 20008; and Eugene McDonald, Ph.D., Research Professor, Speech Pathology, Pennsylvania State University, University Park, Pennsylvania 16802. Purpose: To determine whether the application of context developmental featuresto selection of stimuli for training will make a difference in articulation therapy. Subjects: 24 first grade defective articulators with no prior therapy contact andno obvious structural, motor, sensory, or specific learning difficulty. ( Methods: Conti and experimental therapy programs were administered to children who,

prior to therapy, were similarly defective on the target sounds is/,LkI, /r/ and matched on other relevant variables. Four matched pairs of subjects were assigned to each of the three target consonants under study; one subject from each pair was randomly assignedto the experimental therapy. Procedures were used to minimize Sources of systematic bias specific to the therapist, the training program's content and administration, and methods of evaluating subjects' performance in the two groups. Several measures of articulator performance were used to compare the two groups during and after therapj to determine whether deviant articulationis remediated fastest and sustained longest when therapy incorporates a systematic and developmentally based scheme toselectstimulifor production practice. See Research Relating to Children, Bulletin 36, September 1975- February 1976, Study 36-CH-1, p. 41 for a description of Phase I of this project. Duration: July 1975 -June 1977. Cooperating group(s): (1) National Day Care Association. (2) Washington; D. C. Public Schools. (3) Office of Human Development; U. S. Department of Health, Education, and Welfare.

56 -4 LONGITUDINAL STUDY OF CHILDREN ENROLLED INA DISTINCTIVE FEATURES ARTICULATION PROGRAM

Investigator(s):Patricia A. Broen, Ph.D.: Assistant Profti,or,1.),partment of Com- munication Disorders, University of Minnesota, 205 ShevlinHall,164 Pillsbury, Min- neapolis, Minnesota 55455. Purpose: To develop effective cedures for teaching articulation skills; and tocompare the predictive power of several distinctive feature models.

Subjects: Four preschool children with multiple articulationell . Methmts: Children were enrolled in a teachingprogram designed to teach a distinctive feature contrast within the context of a phoneme pair exhibit nigthat contrast. Articulation data were collected at each step in the program and duringthe 2 yea, s following the completion of the program. The predictive power of several featuremodels-was compared. Findings: Children can be taught features rather than just phonemes.The 13-feattire Chomsky-Valle model is not as effective as a simpler model. Duration: September 1974-September 1977.

39-D14-5 A STUDY OF RECEPTIVE L, NGUAGE. DEVELOPMENT CF,CHILDRENIN A HEAD START PROGRAM

Investigator(s): Sue Stoner, M.S., Assistant Professor; and PeggyBrown, B.A., Graduate Student, DepartmLnt of Psychology, Eastern Illinois University,Charleston, Illinois 61920. Purpose: To investigate the effect of a Head Startprogram on the growth in receptive language of 4- and 5-year-old children. Su5jects: 44 children, ages 4 to 5; 19 boys and' 8 girls enrolledin a, summer Head Start program; and 11 girls and 6 boys who qualified for the program but dial not attend. Methods:The Peabody Picture Vocabulary Test (PPVT), Form Awas hdministered to the subjects in the Head Start program during the first week. Subjects inthe control group were given the PPVT, Form A in their homes the following week. All subjectswere retested in May in their kindergarten classroom. A t-test formean differences Of p apd posttest mental ,.!ges on the PPVT was computed. Findings: There were no significant. differences betweenpretest and posttest mental agon the ppv-i of children who had Head Start experiences andchildren who did not. Duration: June 1975-completed. Publications: Information is available from ProfessorStoner.

39-D11-6 MOTHER-CHILD LANGUAGE INTERACTIONS

Investigator(s): Margaret L': Byrne, Ph.D., Professor, Dvartmentof Speech Pathology and Audiology, University of Kansas, 290 Haworth Fla', Lawrence,Kansas 66045. Purpose: To provide complete linguistic transcripts of mother-chid interactions; and to analyze the language of the mother and the responses of the child in differentways. Subjects:ubjects: One girl, age 14 months at the beginning of the study; and hermother. Methods: Videotapes of mother-child interaction in the homewere gathered over a period of 2'/2 years: weekly for the first year, biweekly the secondyear, and monthly the last few months. Transcriptions of mother and childutterances were prepared and analyzed. Duration: January 1975-June 1978. Publications: Transcriptions will be available from the investigator.

57 6 39-91-1-7 TOWARD A PSYCHOLINGUISTIC THEORY OF PUNCTUATION

Investigator(s):K. Scott Baldwin, Ph.D., Assistant Profet,sor, College of Education, University of Tulsa, 600 South College, Tulsa, Oklahoma 74104; andJames M. Coady, Assistant Professor, Department of Linguistics, Ohio University,Gordy Hall, Athens, Ohio45701. le Purpose: To determinthe specific strategies which children et-ni,loy in learning tocope with syntactic, structures demarcated by points of punctuhtion. Subjects: 175 fifth grade children frierrrstiburban Tulsa; and 20 fia gradechildren from rural southeast Ohio. Methods:Two experimental designs were employed: (1)a 2 x 2 factorial design, in which factor A was punctuation deletion and factor Bwas types of syntactic structures; and (2) a repeated measures design, with the same factorsas ,in (1), but using violated sentences rather than extended passages. j Findings:Neither pause phenomena nor traditional grammatical analyrescan explain the function of pointing in English orthography. Specific psycholinguisticstrategies have been identified. Duration:October 1976-October 1977.

!Personality

39-EA-1 ORIGIN OFEIELATIONSHIP BETWEEN NEWBORN INFANTS AND ADULT3

Investigator(s):Klaus E,Grossman, Ph.D.,Professor, Department of Psychology, Padagogische Hochschule, Westfalen-Lippe, FB 1, Psychologie, Lampingstrasse3, D-4800 Bielefeld I, Germany. Purpose:To explore conditions that may hinder or enhancea rapid establishment of adults. infant interaction as a Means of 'providing attachment and security._ Subjects: 50 newborn infants and their fatnilies. Methods:Control group infants follow the regular hospital routine, while experimental group infants receive ,early, extended, and supported contact_ Data are collected through naturalistic observation, descriptive protocols, videorecords, and the AinsworthScales. Findings: Mothers' means of establishing a good interrelationship differgreatly, so that common indicators of the kind of relationship are difficult to establish. Duration:1976-1980. Cooperatinggroup(s):Un versitatBielefeld,LehrstuhlfurVerhaltensphysiolOgie (Behavioral Biology). Publications:Grossman, K. E. (Ed.) Entwicklung der L.ernfahigkeit in der sozialen Urnwelt (Development of learning ability in the social environment). Mtinchen: Kindler,January 1977.

39-EA-2 FACILITATING AND INHIBITING PRECURRENT BEHAVIORS

Investigator(s):JosephA.Parsons,Ph.D.,AssistantProfessor,Departmentof Psychology, University of New Mexico, Albuquerque, New Mexico,87106. Purpose: .To investigate precurrent behaviors; i.e., behaviors thatare not directly reinforced, but provide the stimulus for responses, or behaviors, thatare reinforced. Subjects: II preschool girls and boys attending a university preschool. Methods: In functional analysis of behavior, problem solving is describedas a complete interactioninwhich variables affecting theprobability of a solution response are manipulated by the problem solver. A problem solving episode is divided intotwo stages. The first,thePrecurrent Syge, involves operants which functiontoincreasethe probability that a solution response will be emitted and reinforced. Theseresponses are termed "precurrent- since by altering the problem situation theyprompt other behaviors which enter into the solution-reinforcement contingency. In this study,compariso s were made betweenbehaviorsthatincrease,decrease,' and do notalterreinfo ement probabilities The research design was based on single subject analysisand betwee roue comparisons. Children were randomly ao,igned to one of threegroups: (1) differentialin which differential precurrent behaviors were learned (e.g subjectswere instructed -to rehearse their solution response); (2) nondifferentialin whichno particular precurrent response was learned (e.g., subjects were given no instructions); and (3) commonin which children learned Coe same precUrrent response undertwo stimulus conditions (e.g., subjects were instructed to rehearse a given response regardless of their solutionresponse). Children were then switched to a delayed matching-to-sample paradigm where, trained responses mediate the delay intervals. Findings: Subjects trained in differential precurrentresponses acquire matchi in fewer trials than other subjects. When probe trials'of varying delaysare presented, these subjects show no delay decrement as do other subjects. Data for thecommon condition subjects show the opposite effects. Duration: March 1977-May 1977. Cooperating group(s): (I).University of New Mexico, Manzanita Center. (2) Universityof New Mexico, Research Allocations Committee, Publications: (1) Parsons, J. A. and Ferraro, D. P. Complex interactions: A functional approach. In New developments in behavioral research: Theory, method, andapplication, In honor of Sidney Bijou. Hillsdale, New Jersey: Lawrence Earlbaum Associates,1977, Pp. 237-245. (2) Parsons, J. A. Conditioning precurrent (problem solving)behavior of children. Revista Mexicana de Anti /iris de la Conducta, 1976, 2(2), 190-206_

39-EA-3 GAME PLAYING IN CHILDHOOD

Investigator(s):,DouglasA.Kleiber,Ph.D.,AssistantProfessor,Departmentof Psychology, St. Cloud State University, EducatiOn Building, St. Cloud, Minnesota 56:101. Purpose: To examine the significance of organized sports and child-directedgames for socialization, personality development, and adjustment in later childhood. Subjects: 200 boys and girls, ages 9 to 12, predominantly white. Methods: A correlational analysis was run on the scores ofa sport group, a gam( group, and a control group on measures ofself-esteem, toleranceforambiguity, Machiavellianism, locus of control, cooperativeness and social adjustment. Scoreswere obtained through the use of teacher ratings; peer ratings; andthe. Cooperation Board, a measure of cooperation and competitiveness. A quasi-experimentalanalysis will be made of follow-up measurements. Duration: January 1977-June 1978. Cooperating group(s): St. Cloud, Minnesota, District #742 elementary schools.

59 39-EA-4 LATE OUTCOME OF INDIVIDUALS DIAGNOSED IN CHILDHOOD ASHAVING EITHER MATURATIONAL LAG OR CEREBRAL DvSFUNCTION

Invest Igatons): Doris H. Milman, M D., Professor, Department of Pediatrics,Downstate Medical Center, New York State University, Box 29, 450 ClarksonAvenue, Brooklyn, New York 11203, Purpose: To learn the consequences of maturational lagor 'cerebral dysfunction with respect to edticational attainment, personality structure, and social adjustment. Subjects: 7t.atients (75 percent male), initially ages 2 to 12, whowere followed for 8 to 21 years. Methods:Physicalexaminationsforabnormalitiesindeveloprnemandfamily, neurological, psychiatric, and psychological studieswere performed initially and at follow- up contacts. Initial and follow-up studies were conducted by the sarric investigator. Findings: Eighten percentiof the subjects have madea satisfactory adjustment; i.e., are able to live more or less independently, work full timeor are full-time students. A good outcome was related more to an initially high IQ than to any other factor. Duration: 1956-1978.

3S-EA-!, AN ASSESSMENT OF EARLY MOTHER-INFANT INTERACTION AND THE SUBSEQUENT DEVELOPMENT OF THE INFANT IN THE FIRST TWO YEARS OF LIFE

Investigator(s): B. Kay Campbell, M.A., Psychology Intern; and Henry Massie, M.D., Psychiatrist, Well Baby Clinic, San Francisco General Hospital, 1001 PotreroAvenue, San Francisco, California 94110. Purpose: To identify social patterns early in the mother-infant relationship thatmay be detrimental to healthy psychological development. Subjects: 21 mother-infant pairs similar in .age, marital status, education, socioeconomic status, parity, and prenatal care. Methods: Clinical rating scales measuring interactional proce.ises.vere administered to mother-infau pairs when the infants were lesg than 100 days old, and again when they were 15 months olu, The scales quantified six behaviors believed to be fundamental to the development of atta\ciintent: holding, smiling, touching, vocalizing, visualengagement, and proximal maintenance. Reciprocity within the mother-infant dyad of fiveout of six behaviors during a standardized stress vent determined the placement of 10 dyads in the Well Attached Group; failure of reciprocity within the mother-infant dyadof three out of six behaviors determined placement of 11 dyads in the Poorly Attached Group.The group assignments were designated before the infants were 100 days old. While the infantswere under stress of physical examinations at 15 months of age, their social interactions with their Mothers were reevaluated by three ludic' s. In order to understand possible deter- Minants of mother-infant behavior; the mothers were administered the Rorschach,the Thematic Apperception Test, the Minnesota Iviultiphasic PersonalityInventory, and the Social History Questionnaire; the infants were administered the Bayley Scales of Infant Development. Medical charts of the infants were also abstracted with regardto health maintenae and social behavior records. Findings/ It was found that early social patterns had persisted- mother-infantpairs in the Poorly Attached Group tended to withdraw from one another duringstress, and mother- infant pairs in the Well Attached Group tended to seek one another duringstress. Major differences were found between the women in the two groups with regardtotheir psychological functioning: the Well Attached mothers appearedto have a greater capacity to delay gratification than did the Poorly Attached mothers. They were better able tocope

60 with day-to-day problems, to manage social relationships,ter ' to plan ahead. The Poorly Attached mothers were more concrete and more impulsive. The 21 infantsin the sample were similar with regard to mental development as assessed by the Bayley Scales of Infant Development. Infants differed significantly with regard to psychomotor developmentand overall test behavior. The psychomotor development of the Well Attachedinfants was superior to that of the Poorly Attached infants. They were less fearful, lesstense, and less depressed. A review of the infants' medical charts indicateda higher than average number of mince illnesses among all the infants. They differed with regardto their social behavic; as percieved by medical staff members who were unaware thata study was in progress. The Poorly Attached infants were described as irritable, fussy, andprone to temper tantrums. The Poorly Attached mothers were describedas distant, sullen, wooden, disinterested, or unable to comfort their babies. These kinds of commentswere made significantly less often about infants and mothers in the Well Attached Group. There isconsiderable evidence that early mother-infant interactional patterns have implicationsfor the child's personality development. If so, timely identification of social difficulties could leadto earlier and more effectivepsychologicalinterventions.This study suggeststhatearlydifficultiesin socialization processes, which may contribute to subsequent developmentalproblems, can be identified early in the mother-infant relationship. Duration: September 1975-May 1977.

EB-1- THE RELATIONSHIP BETVVEEN CLASSROOM ENVIRONMENTAND, AFFECTIVE PUPIL CHARACTERISTICS

Investigator(s): Ian D. Smith, Ph.D., Lecturer, Department of Education,University of Sydney, Sydney, New South Wales, Australia 2006. Purpose: To relate the degree of classroom structure to the affective pupilcharacteristics of self-esteem, locus of control, and level of anxiety; and to examinesex differences in these characteristics. Subjects: 167 boys and 155 girls, ages S to 12, attendingone of nine cl sses in four Sydney elementary schools. Two of the schools are located in upper middle classareas; two, in lower middle class areas. Methods: Phase 1: A correlational design was used. Data includedobservational-measures of classroom structure, and paper and pencilmeasures of affective variables. Measures included Sears Self-Concept Inventory, Coopersmith Self-EsteemInventory, Crandall Intellectual Achievement Responsibility Questionnaire, and the SpielbergerState Trait -Anxiety Inventory for Child:en. Data were analyzed using productmoment correlations, analysis of variance, and factor analysis. Phase II: A posttest. only controlgroup design was used. Subjects identified as low self-esteem were assigned randomly to experimental and control groups. Teachers administered contingent positive reinforcementto ex- periniental group subjects. The same instruments and analyseswere used as in Phase I. Findings: Phase I: A positive relationship between degree of classroomstructure and self- esteem was found. No relationship was found for the other two variables. Therewas an eraction between affective variables and grade on degree ofstructure. Boys had more positive self-esteem than girls. Duration: January 1975-June 1977. Cooperating group(s): Education Research and Development Committee,Australian Department of Education. Publications: A paper presented at the Annual Conference of the AustralianAssociation for Research in Education. Brisbane, November 1976: Smith, I.D. The relationship between classroom environment and affective pupil characteristics. t

61' 6 39-EB-2 STRUCTURE AND STABILITY OF SELF-CONCEPT IN ELEMENTARYSCHOOL. CHILDREN

Investigator(s): Robert J. Drummond, Ed.D., Professor, Departmentof Education, 312 Shibles Hall; and Walter G. McIntire, Ph.D., Associate Professor,School of Human Development, University of Maine, Orono, Maine 04473. Purpose: To test Shavelson's (1976) modelofself-concept; and to look at stability and antecedents of stability of self-concept over a 3- to 5-year period. Subjects: 1,000 elementary school students in grades kindergarten through8. Methods: This is a longitudinal study. Measures used include Piers-HarrisSelf-Concept Scale, Coopersmith Self -Estee fn Inventory, and Self-Concept andMotivation Inventory. Achievement, ability, and demographic informationon the child's family is also collected. Correlational techniques are being used to analyze dataincluding multiple stepwise regression and covariance techniques. Findings: Shavelson's model is upheld in part. Thereseems to be different dimensions of self-concept: academic and nonacademic. Selfleoriceptappears to be very fluid and not stable, although it is more stable under certain types of environments. Duration:September 1972-June 1978. Cooperating group(s): 10school districts in Maine.

.39 ES-3 LEVELOF COGNITIVE DEVELOPMENT AS A MEDIATING VARIABLE IN SELF- REPORTED SELF-CONCEPT SCORES

Investigator(s): S. rimy Garwood, PILL), Assis,an fessor, Department of Psychology, Tulane University, New Orleans, Louisiana 76118. Purpose To examine the influence of cognitive development on self-perception. Subjects: 100 boys and girls, age 12, both black and white. Methods: Subjects' scores on two self-concept measures were examined in relationto their performance on Piaget's Pendulum and Balance Problem andon a combinatorial thinking problem. Groups, formed on the basis of the use of extreme andnonextreme response styles on the two self-concept measures, were hypothesized to beat the conet,:te and formal levels, respectively. Duration: December 1976-May 1977.

(39-Et3-4 SOCIAL AND EMOTIONAL ADJUSTMENT OF CHILDFIEN IN FIRST GRADE , WITH AND WITHOUT MONTESSORI PRESt;HOOL EXPERIENCE

Investigator(s):CarolSeefeldt,Ph.D.,AssociateProfessor,Departmentof E Childhood/ Elementary Education, College of Education, University ofMaryland, College Park, Maryland 20742. Purpose: To assess the social and emotional adjustment of children with and withoutpror Montessori experience upon entrance into grade I. Subjects: 88 children entering first grade: 44 who had and44who had not had Montessori preschool experience from ages 2 to5. Methods:McDaniels Inferred Self-Concept Scale and Schaeffer's Classroom Behavior Survey Instrument were administered to children during the second week offirst grade. Independent observers and teachers rated the children. A repeatedmeasures design was used to analyze the data.

62 6 Findings: No significant differences appear to exist in theself-concept of children with and without the Montessori experience upon entrance into firstgrade. Social and emotional adjustment appear to be individual traits, not dependenton Montessori experience. Duration: September 1977-September 1978. Cooperating group(s): Arlington County Public Schools.

39-EB-5 REALISTIC PARENTING SKILLS TO PROMOTE CHILDREN'S POSITIVESELF- REGARD

Investigator(s): Luck W. Barber, Ed.D., Director, Applied. Research;John H. Peatling, Ph.D., Director, Basic Research; and Helen Cernik, ExecutiveSecretary, Research Section, Character Research Project, Union College, 207 State Street,Schenectady, New York 12305; and Rev. John T. Hiltz, Ph.D., Director, ReligiousEducation; and Sister Louise Marie Skoch, Diocesan Early Childhood Specialist,Diocese of Toledo, 436 West Delaware, Toledo, Ohio 43610. Purpose: To field test a seven-meeting program forparents of preschool age children in order to test the effect of such a programon the children's self-concepts. Subjects: 84 .rothers and fathers of children,ages 2 to 5, who are members of a parish in Ohio; and 84 parents as control subjects. Methods: The design includes a pretest,a posttest 3 months after the parents' program, and another posttest 8 months after theprogram. The primary instruments used are the Barber Scales of Self-Regard: Preschool. Theprogram is intended to teach parents how to observe their child, assess developmental levels,set goals, reinforce desired behaviors, evaluate, and .dapt. Duration: Feb . Itary 1977 -June 1978. Cooperating group(s): National Conference of DiocesanDirectors of CCD. Publications: Hiltz, JohnT. Character potential: A record of research ERIC.

39-EB-6 THE PHOTOGRAPHIC SELF-CONCEPT OF CHILDREN

Investigator(s): R. _ . Ziller, Ph.D., Professor, Department of Psychology, Universityof Florida,Gainesville, Florida 32611. Purpose: To try to understand the child and his/her environmentfrom his/her view using nonverbal communication via a camera. Subjects: 20 boys and 20 girls in first grade; 20 boys and 20 girls infifth grade; and 20 adolescent del; quents and 20 control adolescents,ages 13 to 17. Methods: Subjects were given camera and film and toldto take' 12 pictures to make a book about them ..1 ies. Photos were studied to determine ifany patterns emerged in %/ho and what appeared. Data were compared bysex and age. Data were also compared to a similar study done with college students. Findings: Differences occurred in the appearance of friends, mothers,fathers, home, books, school, and activities. Fathers didn'tappear in the photographs of young children as often as mothers. In pictures taken by delinquents, therewere few pictures of activities. Duration: January 1976-September 1977. Cooperating group(s): Gainesville Public Schools. EB-7 THE HUMAN DEVELOPMENT PROGRAM AND PUPIL SELF-CONCEPT

Investigator(s): Robert J. Hess, Ph.D., Assistant Professor; Gary Peer, Ed.D., Assistant Dean; and Mary Porter, M.Ed., Counselor, Division of Professional Studies, University of Tulsa, 600 South College, Tulsa, Oklahoma 74104. Purpose: To testthe effects on selectfacets of pupil self-concept of the Human Development Program, designed to help children express their feelings and feelcom- fortable in peer group situations. Subjects: 24 male and 14 female 6th grade children. Methods: In the Human Development Program, children participate ingrollp discussions on a hierarchy of topics. SessionS are led by a counselor, who establishes and maintains group rules (e.g., no interruptions when someone else is speaking). A 3 X 3 x 2ex- perimental design was used incorporating three experimental and threeoi,.tol groups with sex as another independent variable. The Piers-Harris Self-Concept In% Jo. ice(' a a pretest-posttest design.

Findings: Effects favoring the experimentalgroup were found on the subtc t , alai :ty, /happiness and satisfaction, and on the total score of the Piers-Harris. Duration: October 1976-March 1977. Cooperating group(s): University of Tulsa, Office of Research.

39-EC-1 THE DEVELOPMENT OF ROLE-TAKING, MORAL BEHAVIOR, AND THE INGROUP-OUTGROUP DISTINCTION

Investigator(s): EllenB.Di lcein, Ph.D., Assistant Professor; and Curtis McIntyre, Ph.D., Associate Professor Department of Psychology, Southern Methodist University, Dallas. Texas 75275. Purpo.: To investigate (1) the early development of role-taking skill, (2) the development of altruism and resistance to temptation, (3) the development of theingroup-outgroup distinction (friendship choice), and (4) the influence of role-taking skill and theingroup- outgroup distinction on moral behavior. Subjects: u3 private school children, ages 2-1/2 to 6. Methods: This was principally a cross-sectional develOpmental study. The tasksemployed were designed for this research project and include three measures of role-taking skill (cognitive, affective, and perceptual), three measurs of altruism, andtwo measures of resistance to temptation. The ingroup-outgroup distinction is manipulated in each of the n: oral behavior tasks. All tasks are very simple and require minimal verbal facility. Analysis of variance will determine differences across agegroups. Correlations will assess the strength of the relationships between variables. Findings: Pilot work has indicated that the major shift in role-taking skilloccurs between ages 3-1/2 to 5. Duration: Fall 1976 - Summer 1977.

39-EC-7 DEVELOPMENTAL CHANGES IN SOCIAL-MORAL PERCEPTION: SOMEFAC- TORS AFFECTING CHILDREN'S EVALUATIONS AND PREDICTIONS OF THE BEHAVIOR OF A TRANSGRESSOR

Investigator(s): James C. Mancuso, Ph.D.; James F. Norrison, Ph.D.; andCarl C. Aldrich, Ph.D., Department of Psychology, State University of New York, Albany,New York 12203.

64 Purpose: To explore the effects of informatibn and instigating circumstanceson children's judgments of a transgressor. Subjects: 36 boys: 12 each in grades 1, 6, and 8. Methods: Children watched films in which they observed eitheran accidental or intentional transgression under different conditions of instigation. They then madejudgments about the transgressor using a general rating scale anda behavior prediction device. Analysis of variance was used to assess differences across age. Findings: Only at grade 8 does the intentional transgressor havea less negative rating on one condition of instigation. All other children make negative judgments of intentional transgression under any instigation. Sixth and eighth graders makevery positive judgments of an accidental transgressor when he has offered to help. Duration: September 1972-August 1977. Publications: JournalofGenetic Psychology (in press),

39.EC-3 THE ROL.. OF AFFECT IN CHILDREN'S RIBUTION OF INTENTIONALITY

Investigator(s): John M. Rybash, M.A., Assistant Professor, Department of Psychology, Mohawk Valley Community College, 1101 Sherman Drive, Utica, New York 13501; and Paul A. Roodin, Ph.D., Associate Professor, Depirtment of Psychology, State University of New York, Oswego, New York 13126. Purpose: To investigate how children employ the emotional reactions ofan actor to determine the intentional/accidental nature of the actor's behavior. Subjects: 72 girls and boys: 12 boys and 12 girls in kindergarten and first and second grades, from middle socioeconomic status homes.- Methods: Subjects were told motivationally ambiguous bad-outcome stories in which the main character (actors) displayed the emotion of happiness, sadness,or neutrality. Subjects were asked to evaluate the actor's behavior as intentional or accidental and to determine the amount of punishment each actor shouireceive. Duration: March 1977-June 1977.

39-EF-1 MODELING EFFECTS ON REDUCTION OF CHILDREN'S FEAR OF DENTISTRY AND THE RELATION BETWEEN PATIENT UNCOOPERATIVENESS AND MATERNAL ANXIETY

Investigator(s): Rafael Klorman, Ph.D., Associate Professor, Department of Psychology, University of Rochester, Rochester, New York 14627. Purpose: To assess the effects of modeling on children's uncooperativeness in dental trevment (in particular, to compare a coping and mastery model against a model- engaged in ar, activity irrelevant to dentistry); and to determine whether a child's fear andun- cooperativeness during dental contacts are correlated to maternal fear of dentistry. Subjects: Study I: 60 girls and boys, mean age 10 years-20 in each of threegroups. Study 11: 146 children, who had prior dental treatment. Methods: In Study I, children were observed during treatment in which all receivedone or more filling. Observations were made from behind a one-way mirror. The Melamed et al. Behavior Profile Rating Scale, an objective count of over 20 behaviors,was completed for each child. Heartrate and palrnar sweat indices were assessed during baseline following the child's viewing of the model and following injection. In Study II, disruptivenesswas measured using the Frank] et al. and Melamed et al. Scales. The Bendig Form of the

65 Taylor Manifest Anxiety Scale was used to measure maternal trait 'anxiety; 'the Baileyet al. Maternal Questionnaire measured situational anxiety, and the Corah Scales measured dental anxiety. Findings: Study I results show a trend in support of the hypothesized superiorityof the coping model. Weaker modeling effects were obtained than previouslyreported with new pedodontic patients, probably because of theuse of experienced and moderately fearful subjects. Modeling has values for behavioralmanagement indentistry, but refined techniques are needed for the experienced patient. In Study II, the results failedto show a consistent association between the child','.i.a-uptiveness or his self-reported fear of dentistry, on the one hand; with inate7it:tt i anxiety, situational anxiety, or dental anxiety, on the other hand. Disruptiveness was p edietable from (1) pretreatment ratings of the child's fear of dentistry by his de-." mother, and the child himself; (2) the child's prior contact with dental or medical Ettairric_.t; and (3) the child's state anxiety. These_rcs-ults' replicated prior reports of lack of clear association between maternal-trait-anxietyand disruptiveness by children with prior dental treatment, the'reby suggesting thatfear of dentistry may depend more on the child's experience. Duration: Fall 1975- continuing. Cooperating group(s): Eastman Dental Center.

39-EF-2 FEARS DURING PREGNANCY

Investigator(s); H. Heymans, M.D. ; and S. T. Winter, M.D., Department ofPediatrics, Rothschild Municipal-Government Hospital and Aba Khoushy School of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. Purpose: To measure the incidence and nature of fears and anxieties ofpregnant women in Israel. Subjects: 200 women: 170 Jews, 30 Arabs. Methods: Subjects were selected randomly excludingwomen who had had a cesarean section; those with malformed, sick, or low birthweight infants whosesurvival was doubtful; or those who could not communicate with the interviewer because oflanguage. A single interviewer, a member of the pediatric staff, conducted interviewsat the mother's bedside. An informal conversation, lasting approximately -15 minutes, includedquestions from planned questionnaire. Demographic data were obtained from hospitalrecords. The interview incladed questions about (1) fears duringpregnancy conceruing the infant and mother, (2) when during the pregnancy fear/anxiety began, (T)to whom any fear/anxiety was comn.unicwed, (4) who provided reassurance, (5) whether the mother had known sorrieine who had experienced an abnormal pregnancy, and (6)any superstitions about pregnancy known by or told to the mother during pregnancy. Findings: Fears/anxieties during pregnancy were reported by 81percent of the women. More fears were reported by Jews than Arab':; specifically, fears about havinga mentally defective child. More Arabs than Jews had been told superstitions andmore Arabs believed them. Frimiparous mothers reported more fears of havinga malformed infant than multiparous mothers. Generally, mothers with more than 13years of education reported more pregnancy fears, more fears of having an abnormal infant, and lessbelief in superstitions. Duration: 1974-completed. Puolientions: Heymans, H. and Winter, S. T. Fears during pregnancy Artie 'Vieth-cal Sciences, November 1975, 11(11), 1102-1105.

66 TXEF-3 CHILDREN'S ATTITUDINAL AND BEHAVIORAL RESPONSES TO SKYJACKING AND HOSTAGE EXPERIENCE Investigator(s):SylviaR:Jacobson, M.S., Associate Professor, School of Social Work, Florida State University, Tallahassee, Florida 32306. Purpose: Toassess the effects of skyjacking and hostage experiences on the attitudes and behavior of children. Subjects:50 to 60 children (infants through adolescents) on board three planes thatwere skyjacked. Methods:The study design included personal observations ofa participant observer, interviews with children, review of children's diaries loanedto the investigator, and newspaper reports of interviews with children. Ther. was no control group or statistical treatment of data. Duration:March 1972-completed. Publications: Individual and control responses to confinement ina skyjacked plane. American Journal of Orthopsychiairy, April 1973, 43, 459-469. Social

39-FA-1 THE EARLIEST SOCIALIZATION IN HUMAN INFANTS

investigator(s): Haniis Papougek, M.D., 13,, Professor, Chief ois Rescza-chMechthild Papou§ek, M.D., Research Stipendist; Anget1 Senoetzau, Psychological Research Co-Worker;and AnneFernald,L.A.,Supendist..Max-Pla.nck-InstituteforPsy- chiatry/EPB, Kraepelin Str.10, 8000 Munich 4C,1:-A,'er,t1 uermany D- 000. Purpose:To study human behavioral development and regulation with particular attention to social interaction in order to detect potential origins of disorders in theprocess of socialization. Subjects:Human newborns and infants and their caretakers. Methods:Methods include Fir'ld observations and microanalysis of .elected behavioral patterns recorded withfill.' and videc techniques under laboratory conditions using originally designed equipment. Findings:Descriptions ,rave been made of maternal responses facilitating visualcontact and of changes in maternal voice during interaction with newborns. Duration:September 1975-July 1978. Cooperatinggroup(s):Developmental Psychobiology Team 11 (Preschool Age), Science Center, Research Nursery, Bad Godesbet g, Germany. Publications:Papon§ek, H. and Papoukk, M. Mothering and the cognitive headstart: Psychobiological considerations. In H. R. Schaffer (Ed.), Studies mother-infant interaction. London: Academic Press (in press).

39-FA-2 THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND BIRTH ORDER IN NURSERY SCHOOL CHILDREN

Investigator(s): Robert C. Hardy, Ph.D., Associate Professor; E. Joan Hunt, Ph.D., Assistant Professor; and Eleonore Lehr, M.A., Advanced Doctoral Student, Institute for Child Study, College of Education, University of Maryland, College Park, Maryland

20742. .

67 Purpose: To revise and expand Fiedler's Least Preferred Co-WorkerScale (LPC) into an appropriate instrument (Least Preferred Playmate Scale: LPP)to use with nursery school children; and to determine any relationship between leadershipstyle and birth order for this age group. Subjects: 22 girls and 14 boys, ages 4.0 to 4.11, from varied socioeconomicbackgrounds, representing several ethnic groups. Methods: A chi-square birth order X LPP contingency tablewas the design used. The LPC Scale was revised to -a more simplified version resulting ina 15-item bipolar adjective checklist with three choices per item. Words usedon the LPC were changed to words or phrases more familiar to dung children. Subjectswere identified by use of a median split, as task-oriented (low .LPP, rates leaft preferred playmate unfavorably) andrelation- oriented (high LPP, rates least preferredplaymate favorably). Each child was administered the scale individually in a private room next to the classroom.The child was aksed questions to identify birth order. (Thiswas also checked against school records.) Any questions regarding the instructions or meanings of wordswere answered. Findings: The means for the low and high LPPgroups were 22.78 and 36.78, respectively. Thirty-three percent of the firstborns and 62percent of the later borns were relation- oriented, while 67 percent of the firstborns and 38percent of the later borns were task- oriented. The birth order X LPP contingency table yieldeda chi-square value of 2.97 (using Yates's correction for small sample size) whichwas not significant. The population was split by sex -and separate chi-squares were run. For males, the chi-squarevalue of -.152 was not significant. For females, 20 percent of the firstbornwere relation-oriented, and 80 percent were task-oriented. The chi-square value of 6.78 was significant. Itwas concluded that firstborn females respond more to authority, andlater borns are more socially- oriented; this was not supported for males. Duration: October 1975-continuing.

39-FA-3 STRUCTURAL ANALYSIS OF SOCIAL BEHAVIOR

Investigator(s):LornaS.Benjamin,Ph.D.,AssociateProfessor,Departmentof Psychiatry, University Hospitals,University of Wisconsin, 1300 University Avenue, Madison, Wisconsin 53706. Purpose: To refine Benjamin's model of dyadic social interaction formore precise study of parent-child, parent-parent, and general person-person interactions.' Subjects: 107 mothers with 171 children, ages 0 to 21 (92 males and79 females). They average family had 2.6 children. Seventy-nine percent came froma large pediatric outpatient clinic affiliated with a Catholic hospital servinga broad range of socioeconomic levels, and 21 percent came from a Family Health Service affiliatedwith the University of Wisconsin and consisted of undergraduate and graduate students. Methods: Questionnaires were distributed, completed by the mothersat home, and returned by mail. Two series of questionnaireswere rsed. Seri4s A measured a mother's perceptions of her child's behaviors to ward others (parentlike) and towardself (childlike). Series B measured the mother's perceptions of herown behaviors in relation to her child. Items in both questionnaires were analyzed usinga sex X age X unequal N analysis .of variance. Another analysis of variancewas performed on weighted affiliation and weighted autonomy scores for parentlike and childlike behaviors. Duration: 1968-continuing, Publications:(1)Benjamin,L.S. Structuralanalysisof developmentaltrends. Psychological Review, 1974, 81(5), 392 -425. (2) A list of publications isavailable from the investigator.

h. A ?CFA -4 PERSONAL SOCIAL BEHAVIORS OF LOW INCOME CHILDREN IN A LONG- TERM FAMILY DEVELOPMENT PROJECT

Investigator(s): J. Ronald Lally, Ed.D., Project Director; and Alice S. Honig, Ph.D.. ProgramDirector,Family Development Research Program,Collegefor Human Development, Syracuse University, 100 Walnut Place, Syracuse, New York 13210. Purpose: To use the Emmerich Personal a Observation Scales to assess whether an enriched family style, open educatkr., developmental day care program with a parent home visitation component for low income young children (from infancy to school age)

will result in positive and optimal social functioning with peers and adults., Subjects: Children participating in the Syracuse University Children's Center program; and matched controls. Methods: Six half-hour observatioRs for each child were scared on unipolar and bipolar scales. Ratings were done at ages 3, 4, and 5. Data ha.4 also been collected for a control group of 36-month-old low income children. Findings: Data are available for one group of 48-month-old experimental children and for two other groups of 36-month-old children (one experiment arta-erre-Control). The 36- month-old Center children, when compared to their controls are more involved, tolerant_of

;frustration, expressive, relaxed, dominant, active, energetic, stable, social, assertive and . bold, independent, constructive,purposeful, affectionateto others,socially secure, flexible, and happy. They are lessotherwise motivatedas opposed toacademically motivatedthan are controls. When the 48-month-old Center children are compared with the 36-month-old Center children, they seem to exhibit even more of the positive traits displayed by their younger schoolmates. Duration: July 1974-June 1977. Cooperating group(s): Office of Child Development; Office of Human Develop t; U. S. Department of Health, Education, and Welfare. Publications: Lally, J. R. Progress Report of the Children's Center, 1973 and 1974.

39- 5 FATHER-INFANT INTERACTION

Investigator(s): Michael W. Yogman, M.D.; Suzanne Dixon, .D.; Edward Tronick, Ph.D.; Heidelise Als, Ph.D.; and T. Berry Brazelton, M.D., Child Development Unit, Children's Hospitk11.42-Jical Center, 300 Longwood Avenue, Boston, Massachusetts 02115. Purpose: To understand the nature of father-infant interaction the social skills that enable infants to interact with several adults. Subjects: Five two-parent families with infants, ages 0 to 6 months, and adult strangers. Methods: in a longitudinal study, slow motion videotapes of face-to-face interactions in a laboratory were analyzed, An analysis of variance of cross-sectional groups was done at different ages. Findings: Infants interact differentially with mothers, fathers, and strangers by 2 n'iNths of age. Interaction with both parents is mutually regular but content of play appears different. Duration: 1974-1977.

69 39-FA-6 THE CLASS CLOWN PHENOMENON:IMPLICATIONS FOR THE BEHAVIOR OF MIDDLE SCHOOL STUDENTS

Investigator(s): Sandra Bowman Damico, Ed.D.,Assistant Professor, Coordinator, Faculty Research, P. K. Yonge Laboratory School,Ct3 Ilege of Education, Universityc. Florida, Gainesville, Florida 32611; and WilliamW. Purkey, Ed.p., Professor, College of Education, University of North Carolina. Greensboro,North Carolina 27412. Purpose:. To explore some of the social andpsychological dimensions d'f "clowning" among 8th grade pupils. Subjects: Phase 1: 134 students identified 14 theirclassmates as "clowns"; and a random sample of 380 nonclowns selected. from 3,800 eighthgrade children in 47 classrooms of 11 Florida middle schools. Phase 11: 40 children nominatedby their classmates as clowns) Each of these clowns was matched witha nonclown classmate on the basis of race,sex, social status-, and academic achievement. Methods:Students nominated classmates to five sociometricpositions, one of_which asked for identification of "class clowns." Thosepupils receiving multiple peer nominationwere designated "class clowns." In 1975-76, teacherscompleted measures of inferred academic self-concept and cltassroom behavioron the clowns and a random sample of their classmates. At the same time, the clowns andrandom sample provided demographic data and completed measures of self-esteem and schoolattitude. During 1976-77, clowns and matched students took photographs of theirperceptions of school, while teacherscompleted a playfulness scale andan academic achievement fbrm on them. Findings:There are two distinct types of class clowns.One type is seen as a genuine comic or wit. The second type of clown creates humor at theexpense of others and is viewed negatively by peers. Females are seldom identifiedas clowns arbl black students rec ive nominations in proportion to their 'representationin the student finpulation. CloWnsare seen by teachers as leaders, but also as unruly. Theyare also seen as not coateting assigned classroom tasks. Clowns reporta lower attitude toward teachers and prin loafs than do nonclowns but report as positivea view of the total school as nonclowns. Clons indicate a greater satisfaction with self than dononclowns, don't find it difficult to talk in front of a class, report that other students followtheir ideas, and indicate that they don't get upset easily at home or feel misunderstood by theirparents. Duration:Fall 1975-Spring 1978. Cooperatinggroup(s):Florida Educational Research and Development Council. Publications: A paper is available from the investigators.

39-FA-7 FOSTERING POSITIVE ATTITUDES TOWARDTHE ELDERLY AND THE AGING PROCESS

Investigator(s):Carol Seefeldt, Ph.D., Associate Professor;and Richard K. Jantz, Ph.D., Associate Professor, Department of EarlyChildhood/Elementary Education, College of Education, University of Maryland, College Park,Maryland 20742. Purpose: To change children's attitudes towardthe-elderly and aging from negative and stereotypic to positive and realistic throughplanned curriculum ;utervention. Subjects: 300 chiAren in grades kindergarten through6 in school systems in the greater Washington Metropolitan area. The childrenrepresent a wide variety of race and ethnic backgrounds and rural, urban, and suburban livingpatterns. Methods: The treatment curriculumwas conducted by claissroom teachers. The teachers received training in attitudes toward the elderly,problems of the aged, and attitude formation and change. The curriculumwas based on three major goals: (I) increasing

70 children's., knowledge of the elderly, (2) capitalizing Onthepositive affective feelings children field toward older people, and (3) focusing on children's own aging. Teachers integrated lessons about the elderly into the regular classroom routing and involved elderly people from the communityas,classroom aides. Pre- and postassessment of children's attitudes' toward the elderly using the Children's Attitudes Toward the Eldery Survey provided data on the efficacy of-the curricuirstk A control group was used. Multiple regression was used to identify differ aces in attitudes of children toward the elderly with and without the treatment of intervening curriculum designed to foster positive attitudes toward the elderly. Findings: Some attitudes toward aging and the elderly are not modified by the curriculum intervention. Others were enhanced by the curriculum; e.g., knowledge of the elderly and affective feelings toward older people. Duration: August 1977-August 1978. Coopernting group(s): American Association of Retired Persons.

39-FA-8 DEVELOPMENT OF CHILDREN'S FRIENDSHIP CLIQIJES

Investigator(s):Maureen T.Hallinan,Ph.D., Associate Professor,Department of Sociology, Stanford University, Stanford, California94.305. Purpose: To trace the formation and evolution of clique st ructures in elementary school classes over the academic year. Subjects: 11 classes of 4th, 5th, and 6th grade boys and girls studied seven times during an academic year; and 51 classes of 6th, 7th, and 8th grade boys and girls studied at one point in time. Methods: Sociometric data were. collected using a free choice technique. Clique structures were identified using a modified definition of "clique" based on Alba's, program COM- PLT and SOCK. Features of the data set are its size and detaJed longitudinal information on friendships. Findings: Strong sex cleavages were found at all ages. Results indicate fairly strong boundaries among cliques and considerable stability of clique membership over the school year. Less cliquing was found than is generally assumed at-the elementary level. Duration: September 1976-Septern.,:r 1977. Cooperating group(s): National Iastitute of Education; U. S. Department of Health, Education, and Welfare.

3) -FA -9 THE DEVELOPMENT OF SOCIAL INTERACTION SKILLS

Investigator(s):Barbara M. Newman, Ph.D.,AssociateProfessor,Departn---,t Psychology, Russell Sage College, Troy, New York 12180. Purpose: To investigate the social sensitivity of middle school age and early adolescent youth. Subjects: 365 students, ages I I to 15, in grades 6 thtough 10, half male, half female. Methods: Data were collected by means of a self-report assessment test which asked students to listen to six conversations between people of different ages and to rate these conversations on four dimensions. Findings: Findings indicate a developmental drop between 6th and 8th grades with a- subsequent rise from 8th throughI Ith grades. Females regularly score higher than males except in the 6th grade. Duration: Sping 1975-Fall 1977. Cooperating group(s): Burnt Hills School System, Ralston Spa, New

71 39-FB- "F' DEVELOPMENT OF EQUALITY ATTITUDES

Investigator(s):`Ake Bjersredt, Ph.D., Professorof Educatio, and L. Wiechel, Ph.Lic.; B. Yebio, Ph.Lic.; and L.-P. Lindholm, Ph.Lic., Researchers,Malmo School of Education, Fack. S-20045, Malmo, Sweden. Purpose: To construct and test methods forstudying .titudes toward equality and solidarity, including sex roles, and attitudestoward foreign ii,t...ups; to map age related development; and to study educational pOssibilities ofchanging attitudes. Subjects: The project includes several substudies withvarious groups of subjects. A major study included 44 classrooms in grades 1to 5 (20 classrooms for developmental studies; 24 for educational experiments). Methods: Batteries of attitude tests with severalnew constructions were used in the study, of age related development. The educationalexperiments are following the general de.sign of pretest, educational program, and posttest (with control classes). Therewill be two major types of educational programs, one focusing on sex roles, andthe other on attitudes toward foreign groups. Possible carry-over effectsto other areas of equality altitudes will be studied. Duration: 1974-continuing. Cooperating group(s) Swedigh Board of Education,Stockholm. Publications: Reports will be published by the Malmo Schoolof Education, Sweden.

39-F_ -1 PRESCHOOL CHILDREN'S PERCEPTIONS OF ATYPICALSEX ROLES

Investigator(s): Glenn Cordua,, M.S.; and KennethO. McGraw, Ph.D.,Assistant Professor, Department of Psychology, Universityof Mississippi, University, Mississippi 38677. Purpose: To investigate preschool children's perceptions ofadults in occupations atypical for their sex. Subjects: 60 normal, middle class children,ages 2 to 5. Methods: Children viewed a film of a boy's visitto the doctor. The sex of the doctor and nurse varied. Following the film, children were asked to identify thedoctor and the nurse from pictures. Findings: At ages 3, 4, and 5, misidentification of thenurse reaches 10Q percent when the nurse was portrayed by a male. Misidentification of the doctorwhen portrayed by a female was almost as drastic. Duration: Fall 1976-Fall 1977.

39-FE-1 STYLES OF PARENT-CHILD INTERACTION AS AMEDIATION FACTOR IN CHILDREN'S LEARNING FROM TELEVISION ANTISOCIALPORTRAYALS

Investigator(s): Felipe Korzenny, Senior ResearchAssistant and Doctoral Candidate, Department of Communication, Michigan State University,East Lansing, Mil higan 48824. Purpose: To find out how parent-child interaction modesaffect the ways in h children develop a willingness to imitate antisocial TV representations. Subjects: 300 boys and girls, ages 4 to 8: and their mothers,who live in two comparable cities in Wiseorisin and Michigan. Methods: It was hypothesized that children Who have internalizeda certain set of moral standards will be less likely to inn ate antisocial TVportrayals than externally-oriented children. A factor analytic solutionwas obtained in cider to test the existence of two main dimensions of parent-child interaction types; internally-and externally-oriented. Pearson

72 correlation coefficients were then computed at different intersections of the internaland external orientations, between the child's exposure to antisocial TV portrayalsand his/her willingness to use antisocial means for problem resolution. Findings: In a pretest with 200 children, it was found that the two main dimensions (internal and external) clearly emerged. Parental inductive techniques load in thesame factor as the child's internal responses to social situations; sensitizing parental techniques loadon the same factor as the child's external responses to social situations. Duration: Spring 1976-Sommer 1977.

3S-FE-2 CHILDREN'S USE OFTELEVISION AS A SOURCE OF SOCIAL ROLEMODELS

Investigator(s):Douglas K.Uselding, Ph.D.,AssistantProfessor,- Deparunerh. of Psychology, University of South Dakota, Vermillion, South Dakota 57069. Purpose: To assess the relationship between the portrayal of stereotypic male and female television characters and children's development of gender related ste'eotypes. Subjects: 500 children, ages 5 to 11, from a middle socioeconomicgroup in a fural school system. Methods: The Comprehensive Sex Role Scale for Children (CSSC) has been developed &eased on past scales (Brown's IT Scale and Hartley'sand Hardesty's Role Distribution Scale) and on new laboratbry researchon sex typing in children's toys. An objective scale for assessing stereotyping in TV portrayals basedon semantic differential assessment of masculineandfemininewas also completed using 116 variables and 700+ adult raters. The viewing preferences of the children were assessed; and the stringency ofstereotyping in children with that of their favorite TV character, second favorite character, andtop threw. favorite programs was correlated. A manipulative studywas conduLted to determine the attention getting and holding power of TV characters that matchor are discrepant from the child's level of stereotyping. Findings: After assessing 350 children, there are clear viewing preferencesthat match predictions based on current Nielsob and Arbitron sweeps Durat'on: October 1976-March 1978. Cooperating group(s): National Science Foundation.

39-FE-3 IMAGINATIVE PLAY AND TELEVISION -VIEWING IN PRESCHOOL CHILDREN:A LONGITUDINAL AND INTERVENTION STUDY

Investigator(s): Dorothy G.Singer, Ed.D, Visiting Research Scientist, Professor of Psychology; and Jerome L. Singer, Ph.D., Professor, Department of Psychologyand Family Television Research and Consultation Center, Yale University, New Haven, Connecticut 06520. Purpose: To examine the development of imaginativeness in 3-to 4-year-old children during natural play in nursery school settings; and to examineany rel.on this behavicir may have to concurrent television viewing patterns of the children. Subjects: Approximately 145 girls and boys, ages 3 to 4-1/2, from eightnursery schools the New Haven, Connecticut, area. The children were from lower middleto middle class socioeconomic backgrounds. Metho.ds: Subjects front each socioeconomic backgroundwere randomly assigned to one of four groups: a training group for parents on control of the TV set,a training group for parents on how to use imaginativeness to inoculate children against the noxious possibilities of television, a cognitive skills training group for parents, anda control group. Data in eluded oreobservaton and predispositional testing duringspontaneous play on IQ,

73 imaginative play predisposition, and on 14 variables observed by blindraters during the children's free.play. Duration: October 1976-Ap it 1978. Cooperating group(s) :`NatiC a1 Science Foundation.

3S-FE-4 TELEVISION VIEWING AMV:NT AND SCHOOL GRADES

Investigator(s): Sharon L. Gadberry, Ph.D., Associate Professor,Psychology Dep Adclphi University, Garden City, New York 11530. Purpose: To examine the relationship between television viewing (amountand/or content) and school grades. Subjects: 47 girls and 43 boys infirst,third, and fifth grades, from middle class backgrout Methods: A cross-lagged longitudinal designwas employed. Television viewing amount and grades were measured twice, 18 months apart. Kenny's(1976) z comparison of the two cross-lagged correlations was used to determine if the correlationbetween time I viewing measures and time 2 grades was higher than the correlation between time 1 grades and time 2 viewing measures. Findings: Television affected effort grades and academic gradesamong first grade children and low achievers only. Certain program categories enhanced grades,while others decreased grades. Duratton: Septernbe: 1975-conor Publications: A paper preserve, y for Research in Child Development, New Orleans, Louisiana, 1977.

39-FE-5 TELEVISION VIOLENCE AND THE ADOLESCENT BOY

ti vestigator(s)William Belson, Ph.D., Director; /and Carol Wain, :%.1.Phil.;Graham Flankinson, B.A.; and Peter Southgate, M.A., Sen keor Research Officers, Survey Research

Centre, London School of Economics and Politic 1 Science, 58 Battersea Park Road, London, England SW11 4BP. --..., Purpose: To investigate the effects on boys of long-termexposure to television violence, 'Subjects: Irk;565 h ;s, ages 13 to 16, living in London. Methods: A 16-month techn'que development periodwas concerned mainlywith hypothesis derivation, construction of measuring-techniques, and developmentof research strategies for investigating causal hypotheses. Thiswas followed by an extended period of specialized data extraction. The basic design was the hypothetico deductivemethod, which inthis case principally: involved comparison of heavy and lightexposures to television violence. This was followed by a massive form of empirical matchingin terms of com- posites of the correlates of dependent variables, using the stablecorrelate method. Hypotheses were investigated in both forward and reversed forms, and conclusions were made in terms of increased or decreased tenability of hypotheses. Over 400 hypothesesand subhypotheses were investigated using this pattern. Hypotheses relatedto both general and specific kinds of television violence. Parallel checkswere done for other mass media. Duration: 1972-1977. Cooperating grottp(s):(I) Columbia Broadcasting System,Inc., U.S.A. (2)British Broadcasting Corporation. (3) Independent Broadcasting Authority, England. -1 ublications: Belson, William. Juvenile theft: The causal factors. London:Harper and Row, 1976.

74 SPECIAL'GROUPSOF CHILDREN Physically Handicapped.

S9 -GA -1 PREVALENCE OF EPILEPSY IN OREGON CHILDREN

Investiottor(s):S. Spence' Meighan, 'M.D., P ojectDirector, Neuroscience Institute,' Epilepsy Ceurer of Oregon, Good Samaritan,' Hospital, Portland, Oregon 97201; and Morris Weitman, Ph.D., Professor,.Depa'rtmelit of Psychology, Portland State University, .Portland, Oregon 97207. Purpose: To cross-validatethe questionnaire method developed by Rose et al.for collecting data on epileptic children; and to ascertain the prevalence of epilepsy in children of Oregon. Subjects: Approximately 12,000 boys and girls, 3rd graders residing in seven counties of Oregon, representing about half of the population. Methods: Questionnaires were mailed to parents or guardians; repeated mailings yielded a final return rate of 75 to 80 percent. A random 25 percent of the respondents were called in for-neurological and EEG er:arninations. An estimate of the prevalence of epilepsy will be compared with estimates obtained by other investigators using the same method. Findings: The questionnaire method seems to be a promising tool for the estimation of the prevalence of epilepsy. Duration: September 1974 -June 1978. Cooperating group(s): (1) National Institutes of Health; Public Health Service; S. Department a Health. Education, and' Welfare. (2) Epilepsy League of Oregon. (3) Oregon Medical Association. Publications: Meighan, S. S.; Queener, L. and Weitman, M. Prevalence ofepilepsy_in children of Multnomah County, Oregon, Epilepsin, 1976, 11, 245-256.

39-G B- 1 CONNECTED SPEECH TESTS OF HEARING FOR PARTIALLY HEARING CHILDREN

Investigator(s) John Bench, Ph.D., Principal Scientific Officer, Audiology Research Unit, Royal Berkshire Hospital, Reading, Berkshire, United Kingdom. RG8 8NT. Purpose: To develop connected speech tests for partially hearing children. Subjects: 400 boys and girls, ages 8 to 16, with hearing losses of 40c16 Methods: The spoken language of partially hearing children was sampled and used to- devise tests of hearing for connected speech. These standardized tests were administered to subjects. Duration: October 1976-September 1978. Cooperating group(s): Schools for the deaf and partially hearing Publications: Bench, J. and Bamford, J. (l lds.) The spoken reception of partiudy hearing children. /. Academic Press (in prev,) SIGNAL PROCESSING IN CHILDREN WITH AUDITORYPERCEPTUAL DISORDERS I

Investigator(s): John K. Cullen, Jr., Ph.D., Assistant Professor;Emily A. Tobey, Research Associate; and Ann Fleischer, Research Assistant,Kresge Hearing Research Laboratory of the South, Department of Otorhinolaryngology;and Donald L. Rampp, Ph.D., -Head, Department of Audiology and. Speech Pathology,School of Allied Health Professions, Medical Center, Louisiana State University,New Orleans, Louisiana:701'19. ,ttrpose: To explore the hypothesis that auditory perceptual disordersare prediCated inability to process complex signals rather thanel, failure of cognitive or memorial func-r lions. Subjects: Children, ages 7 to 12, diagnosedas having auditory processing disorders (both sexes, but heavily weighted toward males). Methods; Techniques include psychoacoustics, dish ticspeech perception, and measures -f merddrial function. All experimental subjectsare matched to control subjects by age and sex (and socioeconomic status to the extent possible). ReSultsare analyzed by standard within-subject ANOVAs. Findings; Children with auditory processing disorders havea light ear advantage equal to contrPifor dichotic speech tasks. Dichotic and recallpc fonnance for stop-vowel stimuli is poorer, but qualitatively similar, to normal subjects. Duration: June 1975-continuing. Cooperating group(s):National Institutes of Health; Publicl- iealti Service; U. S. Department of Healk,Education, and Welfare. Publications: A paper presentedatthe 4th Annual Meeting of the International Neuropsychology. Society, Toronto, Ontario, Canada, February 1976';Tobey, E. A.; Cullen, J.K.; and Rampp, D. L. Performance of children with auditoryprocessing disorders on a dichotic stop-vowel identification task. (Reprintsare available from the investigators.)

39-GC-2 GRAMMATICAL EVALUATION OF THE WRITTEN LANGUAGEOF APHASIC AND. DEAF CHILDREN

Investigator(s):Richard Crner, Ph.D.,ResearchPsychologist,Developmental-- Psychology Unit, Medicalesearch Council, Drayton Hous7, Gordon Street, London WCIH OAN, England. Purpose: To evaluate grammatically the written language of aphMicand deaf children. Subjects:, 45 children: 10 receptive4eXpressive' aphasic children,"ages 7.6 to 16.0; 10 expressive aphasic children, ages 10.8 to 14.3; and 25 deaf children,ages 6.1 to 12.1.." Methods: The grammatical structure of the written descriptions'of- a' story (shown by. means of a puppet show) by reeeptive/expressive aphasic children of normalintelligence was compared with that of a group of deaf children, who were alsolearning language visually. A control group of expressive aphasic children inthe same school, and learning by the same techniques as the other aphasicgroup, is intended to control for Specific teaching differences. Fiadings: Both the deaf and receptive/expressive aphasic childrenmake many grammatical errors in their writing, but these errors differ. Aphasic childrenseem not to make use of structures requiring- a true hierarchical planning of theoutput, whereas, deaf children do make use of these. Duration: 1975-continuing, Publications: A chapter in 1\ vice, (Ed.)Developmental tlysphtvaa(in preparation).

76 Or,; I NTELLE C-11 to L ANIIPEIICEPTI.IAL,MOT 1-"FIISTICZ-i OF TREATED cThilizN INT;ncF-1

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EFFECTS OF EN DOCRINE AMOR ALITIE ON COGNITIVE AND BEHAVIOPAl FUNCTIONING IN CV111:01-3EN

o, estie.! to rk 1-14-itthos M bitch . I , Reseiircli ha° iist;andCraig

Nkibro,:k, D 'staff , kihoratoly of Developmen, logy,National I nstitute Nicroal f Ruild-:ie 151, 9000 Rockville Pike, Bethesda, Maryland 2041 and Kogei Johnsonbaugh, .51.1)., Pediatric F,ndocrinologist, Ii. S. Navy. Purpose:I o determine whether hormones and thyroid horn!iiies aft ect cognitive anti hehavi.. al functioning. Subjects: Wren, ages 5to I who have thyroid or sex horrhone ahnorniali:s; and marched normal N..1ethotk: Children hiv:ing hormone abnormalities arc assoced the Child Behavior Profile and ithaticry of coenitive incosti res. Flicy are reassewd 3 months hirer following top, -01

-77 Findings: There is sow" indication that performancev.:ores elevated arid ),(ait scro ate de recd iii ehildr; it IIth-:,:noi," a hum Duration: 19761 978. ('ouperaling group(s): National va I tszledi,al

GL; l'S'YCHOMETRIC CHARACTERISTICS CIF THE WECH-ZILERINTELLIGENCE SCALE FOR CHR DREN-R PEAFORMANCE. :EiCALE WITH DEAF CWI.017EN

Investigator(s): Alfred Hirsholen, Ed , Coordinator forDor:to/cal Studies in Special Education; 0, L. lira:ley, and K, Kavale, Ph. 1), , College of Education, Univerity of Oeorgia. Athens, ,.;eorgia 30,61)2, Phrpose: To deterno,whether the Wechsler Intelligence Scale for Children-R_is valid and re ia hie when used vii deaf children. Subiersts: 59 prelingually deaf children,mean 10 years, 7 months, Methods: The WISC-R Performance Sizale,I; iskey-Nebraska Test of Learning Aptitude, and Stanford Achievement Testswere administered, Data were anialped for test reliability and concurrent and predictive validity. Findings: The internal Lonsistenyg reliability of ((Mr the subtests and the Performance ID of the WISC-I1 were found to be similarto the reliability found by Wechsler with the standardization 'airiple. Coneurreat validity, demonstratedby the correlation with the 11 skcy-Ncbra,i, of Learning Aptitude, was found t Ieiiace. I'icdilive abilir . de!ined I ii awn wit h achievement restresin. 'as found Ni he stakstk;ili t ICall I to achievement rtf Duration: oci \lay 1977. ooperaii fig g r 1 11 3 r i l a fOr I!ftI)c'I

39 GE 'I COG NI TI V REMEDIATION Of- 1.1ND STUDENTS

rIr estigatonsE Beth Stephens, I-krtd:Jn Hitt, Project Director; andCarl (irub ;,1e Inizgora.id:aridRichard"irliir R("-1`-,1H! Ek,:-,A011 15 or 'texas, (ireen Budding 4, IHos. 688, Richardson, Texas 7508D; and Katherine `sonpki: Ph D.,l'.;st Prance( Pir,,cmr, American Pruning Housefor Mc I rid,)839 1-1,i ilk hill :As came, [(miss 40206, Purpose: 'I-0 test the effecrivene t of will:ling Piagerian-based trainingd improve eo,wirive and Is.'asoning(I, !opulent Hi L orvenhally blind children,in order ro demonstrate (liar reasoning nn,1 'non (lc rr,-- can he renicdrated; to nu:nide in educationalsystein for fir' ternedianon nt reasoning:Ill ro develop and evaluatc 1st ucriririrtl modules fur blind

Snbjects: .7.2congenitally blind children, ago; 6 in IS,I() range: 90 to WI. An equal number elf subject s,matched by age and se N,Were assignedI:'reniedial and control groups. Each substunple contained eight male and five Female ,jects.In addition, a matched sigh i ed sarriple was drawn using thesante CrilerRi. icitiods: Pre- and postural rungscore' experimental and cornrol groupswere corn pared. St ac_lelit incasures included (1) Social interactionSchedule, (2) Piagetian Reasoning Measure, (3) Wide Range Achievorient Test,and (4) Wechsler Intelligence Scale for Childr:m \Jerk, fcaener c altivion measures included (I) RunnerStudies of Attitude . 2 Siss-Lcui ut lutehLoton Anaissis, and (3)Indivional cognitive Demand Schedule. Analysis oh vai ame and. appropriatenonpaclititto.: statistics were indirect to determine the el lects of tre:(trnrntupon training group performance. Data were collected by pi:Nom-lel trained in the administronon of Piagetian ReasoningAssessments, Findings: Results soggested that reasoning &lienscan he remediated. A comparison of pre- and poshest ices on Flap:non Reasoning Assessments indicated that the grot.i shunreceivA 17 mouthsf tutoriol intervention experienced -.ignificant till 22 it( 26 reasoning variables. Over the stone Elmo period, the blind controlgroup able to achieve significaat gains On only 6 of 26 yariahles, A further comparison betweenHind eN-

perinvnial and siOted control groups indicated that the traininggroup wt,, 1 to eliminate all but three of the deficits identified in the previous project. Mir-Ilion: July 1974-September 1977. Cooperating grouot.$): Bureau ofEinCallOnor rdicappAl; of Udtr, l'ohication Division; U. S. Department of Flealth, Fdocation, and NVylfare. Publications: (I) A nmuogroph comaitUng a review of Project Phases1 and icachcr Training :1fontad,trit.IA Sraftent Remedial eriirr Alanna/ w.11 puhlisiwd 1978. (2) A monograph containing Piageinm 45sessment and S'coringManua/ (!;oininr 1977) and t.'nal report (Fall 1977) are ttsailable.

39-GE-2 THE EfOiLV LOLJCA-1 dots' HANI)ICAPPED CHILDREN IN THE ItNITED ICil\Kic)OM

1nsestiga ,ylaic to,'t14t ,'in, Ali !--rwiC,1 Schockleton-iy, Senior Research ))Ricer; arid (envs H Resco (ltlieer, 1)epitrInlent Lthication, C,311cge ficntiro Irut, sans- ie V,a1es, rtnit,ci %-trtrzdold SA2 /M3. Purpose:1i) uktioty Crilidren (aPPrO \ dn' Old) inMO atithorn ea.,:;.r ir-.:crtain the eduetioonal needs of a sample of handicapped eliddrett selccitAt from those inmally idcont led: to attempt to Midout how for these needs aro 'rp:_',,tite the help and stHtioi recce 'd and rcquiled ttiostcsponible rot- rhe tc crIncmion 0; die doldrcn ; look parlicularls an those childo,'n ill 5%-ho th e' rEIsmytog some it'' a' of c'dktt: 1011 in ordoc t'' assess sell they' are flthe protzt.inis fered and problem,. (hey present to teacher~ ;Ind other (tie etI rei,talitutIlemians c'i the onritih2s itn tsinettoont0 'whey mid

Stibiet: HA) itII: 1.000 Lhihiren; mid Slave III:I()) hilL11.- Id. Nlekhods: Oit itdi;IcIrcn frail -4111e and (,Ialtiorgan fictween Inly I told 1)ece,11,.. 1,) \trt.re t!,,reened for Pandictips or deselopmcmal lilol,lcal, tel,naly rU %Non. hearang, locomotion, muscular emitrol told oiordnuttion,mental and lat01iitige deselopu,rllgent..ral health, And ,to:,,til'unotional adiuslinYte: A hiletscreening schedule ong Schedule (?ne) seas, ;tiplett:dhy health sisoors, 'It:odic:01er,-,teachers, and or :flosgio,:p leaders. Dating II,a second schcdltic $1/4:111:(11ile Tv,a))v;. is eompleted for 1,000 children who ',sere identifiedirithe preliminary ,s(reelirlig as having a hoilmeap developmentai problem likely to base an tidserse ef'fec'toiltheir school progress. This schedule anneti at deleting handicapsin ire luny-tonal terms and skak,completed health skimp, ordie st,,, of schools playgroaps. in Static 111, on the basis or the inform:Mon obtained throughthe' seeorid sot ening schedule, a sample of l(N) dilldren was sele,1,0 for hi; iher ;inch, ibis 'tole wa, representative 01 the sartot0, handicaps and eon,toed or home-hosed chltdree II etldrrll` yeL-!: otdinary nursers. ,e incite, or playyitutps. Informatior cd 1 I d inn and their home and skli ct tlrtt':it yainicists s. id otito seliedtilt : (2) a tiss(".sinciu (1) ;I pa I 101111:11n:, te,0.0, a Pasts lot intxrvitAxing, eaLlt pal . hoinn, 'Iructuts'd ro gather nil (lint:11mo I Pull (cachets tun! pltivisroup Ntipel-Yisoisnn 1)oth 2,erstt,:i tpicl %p(!cifitt io the education or .in:tiris ic,elopirient,11 prohictiy,; ( de,,tylkd to ohl;ttp cren, to \;ImIr the pltr,dt:. I en% ty(rthirent (It schoolfplaygroup is ariptohl vire to Ineetitig, the ncech.of :Fie' children; and th) an Interaction analysis. Irsitcf to sisidv tispeets tit ehiltl-leacherand interaction ill a smiall snbsttnlf It hattdicapped t hilclr mho tire in a nuiserx school. In adiritiop, pet-,(wriel in schools unit playgroups, kslus:11,:ater to the ..,i'lected age epotip but do not L0111:301 any c,f the children in the sanwle, \v..:re asked to cowpictebrief questionnaires in order to tss'd-_"'their attitudes to lid adnuttihe haniliLapped chiltlrcr..i Itittactical difficulties relitrini., to the integration of child :11 %yore als-a exploied. I:hidings;thenecrlsitl litimlicappedchild canlteitsertaillett only byeLirefill r.,,sot nem Id his sper:C.s- en!. Ik=0:111ralenlIZI[1(1,1', conta:i nine his iucattiun diot..ki iru:i,le iu the liitt I stiLli asses- ,itt and in the context ot the ttieduies i,-ncrollititic.,s about thexiiicaricin of handicapped children are, therefore,

%la\ 'i'-t-Ntto,11)78,

rulthir, grottp(s): (Il 1)eprtr I It] I II.i141 11.'i(7) \\ ;1! r

ons: A filial report and the itpdrirtpenr,, ;rectally dr,,,,hl,rtet:ill he made Pdst.saich 55 and oil: I ;deem-- cent t! i(II h.indiCi-ir.

(:RU ii'I_ TECHNOLOGICAL AIDS FOR THE LEA DISABUD AN() PHYS11, ALLY HP,RIDICAPPED CHILD

I 11 u loci I\\ , I I) P loft -,- lir c it,11I nThick u!

\Ids 1. - 1J u l i e t t is htioloss , c arttit;tch'e,\ I d. lt,'119; and p 1 It k pi, ,t,IL A ircuccItcut(I ,tir;iti..,r.11I h,:r.truc rimecl5' \IcimuiicilI Ichim P ret.P.xe I clinedoei, al Ants, , 1(1 \\ volt:et,P, is- loon

l'irritose; it n therapenp, dc 1, es fo?r let-ninth!. dis d attttl ph till, ear uped Iitltlren; ,ifisi ;1.ii,tlslc r.1 ether Lliineal setting- an i ;c'httot ''ittiject: flaLlt %i:e ist". 'hid 11(1 \kali up It, On. ate,4 to 11 ludolearriths c.1 .ts mai ' xer Child ,

Inlel,1\0/11111illA i, lioet:uft,itic}r1, 1 crn,n1let, :In 111H and ',indent- is dexeltwed otor dais fine motor and aclaptlxe dstiming skills of (rex eloprnernalP ..hvsietillx eh .t -tCit, rACht: 0:+:Llpati,Illiti II,I VI'se, 0;1 Ict.' hi! NC11(Ilv,, An evaluation :11 compLitN..1 for ctio dt.--dyii and structure or each device, its totiational calve, Tuecrtk- attic. `,rail local treati;lctiriithe data is planned, (ICacc ;vapct1W date. flies' des leo ha5c be:Tr rnotivatiortal'illeropeutic ;lids and coillinuc 111 0.(,! "III I 'dee at1,1, nriedv floe'- 'al, (the[11,,,tm-nr71,4!!!,- ,,, h,tn cl err field re-,let! Nile, ; Iona' cemen,'ohm (hc noir:Wort Summer 19 tinturn Coopernung !,r,roup(s): Rcsen:cli Foundation, (tuned Cerehral Palsy. (1) Dalrymple, (rr!orv,c, Kattimar Roger L.; Driscoll, Mary ( and Komi!, Nanc-y I. liridgrug the hunianistoneehanical gap: Creative technologal aids for the 1i .ahled,1lr-f,.;'1,0';;JiJ.s the ( onlerence o.'1 .c;ystems and Devices for the nit,ablet-1, June 197c. Pp. 12: 130. (2)1,1itlt-tv,att, P,i4cr L. LIceiromechanical aids HI lianr.licoped children,

rho 2801.:,u;nnuai C'onfercnce on kngineerriv err ;Vedic:Inc and !Wink,ti', 195, P.194. (3) Bulk,. k, Arm; Di',:ruple, George F.; and Dana, Janice M. Hon and 111,e nonverbal, nmiti-ha: licapped chillThe Amer Lan`Jouroclof t trona'herapy, March 1975, 29(3), 150-152. (4) -oll, Mary Cook, Creative techoolo4'.il aidsforthe !canting dkahled child:Art irderdisciplinary project.Tit(' t I1in Jo,qul C/retipati Therapy, February 1975, 29(2), 102-105. (5) Bernstein, or ac 11i oz'sor the hand ed, Sunday lioralei Advertise', Pictorial Living Sec- IronAugust 11 1974 P--r. 14 ' (6) Mechanical aids for occupatioial therapy. Isery.c.1,0_1110,,,,. rosin .111-Wincr, 1973-74. P. 7.

11\ "HFHENSIVE CARE OF _,HILDW_'N WITH CANCER

inestignitortsli.loim R. Hairniann, N1.11 ., and H., .eiod Ir., 1_

I lernarolog onorlo.,,.(Illicit-on'," Orthopedic Hospital, ',Liar:, aliirroon t I

I weithods 01 comluniny ',urgers, radiother , ;,111:1k'h.:111011i in

1':t ildlttttr 1 111:01);,r,Ia

lot) r '1 \vitt licnant .

!hods-. A separate ricarnicni protocol has ..en de\ LiopeLi tor each nialignr. it c1 IfKiank tits (id Scrt'n' N1;4 0v% Of irders_ ocoli, ,le,,elopri,. at ()rillopedk- I lospnal, Mans of these studies ..tu, tio, the c tioldrelc,an..., studs (11-0,,, ,.()=A

1 long,re..11 , 910111 tillid100,i ri,...rynanLv has Imo, 0,,co 1i ow le Han peRent Cr-() perCCO:. 19e0 cLy.c.

(in()per-1, '1ra, I:, ( ".itspeor,,,es /ow'', Pc,

39-GE-5 i FATION ENGINEERING PROJECTS FOR H 1,1)1CAPHED CHILDRE

hoesng 1 am Berenherg Dei ofPediatrics, Itars-air 1 teal School (Chit.. -en', 1001 ougwoOd Avenue, Rostov 1)2115".roili.nerl Nlann, Prolowr. 1)epartivent of Nlecharacar illStiltik2 if'104:11MslOgS',Cartibt idgv, Nlassachusetts 02139, tr 1,, owed :cOrnolop-, ot the i.. imeering sciences for the hcriefil of rco, to hring togellnp' iaris of various disciplines and C 11.! erIng nd to i. r;,'.ire how p le drclort.(1 n ar t,r panenr who o.es thcm. wr! handi,:appecl hovs aor''irk, ar,. b1iii 1lethnds: A low cosi, lightweight, compact F r'.: 1, ice r.cnill-- rimed, constructed, and tester-J. Trier(' liter'iHre and ir

auj,LIcruall' the ! of cony:it or IA muscles nillentS ria ... i.ut of highly in nivittedcrsonncl, VIL date lbstantial has in tn,..-,ngale how acceplabIL! these deviceart' to the clinician and/or patient must use :he device. Such an L.-valuationisnvccs,Sary hecauseitmay lead to development Lind hle-spread use of devices that Can iitaining greater functional lains of impaired muscles its ell deTetn,:ehc cogelfit tre1711'111'-111, iii2vice iti now hong itssL-eLl], clinical environment,Specifically, th din ice is hong nsed (I) enhanec the extent oiAnwar), control a patient call Maintain over :1 ,stralvied hymulonic and (2)to plovidc cflectivc Means elf ihe contribution or ;I Tecific lilli during therapeutic functional c.xereise so minimilo he nme requi.ed to execute the exercises. After theevaluation, the in- esugann sbeill detemune (1) whether OW device ISmore effeetive in accomplishing the specined ;unctions than the euriently employed teeliniglic andpi-0 J=111E-es, and (2) it' the Lick icc .Hild he prtith commercially. the in\ estigators are anle to analv/,' +.'Brit by advanced Hehnolonicin_ ins, milite %it tor exteinal control and the surer-110a to the encct medical and ;Jr':duaniily \ 'Atli new methods, and dociop scnso uriogaic 101 irhe i,iral11t1 hearing deficits, 197:!-\fotoimiing. Popetalittil l: etr;ri'llil; tiori See. t \dii,Ilti5lrariuri lelr the Lint d Palsy \

3(1 IL, F PILOT STLID'r LFFICACY OF (\INS- r,./5LAIING 1NTEGR

In \ R011111+2 lanc& 111,1111: \Icilh. IruteLliu-, ',\'11001 lid Itt: tta oain,Instituteol IZt.11,1Hti` 'op \ ledlt_11 I ( Cr .1401 Street, )6Ness Nok 101. Purpow.. 1(1 orrci. _,[iTt:d 6\oldeck: se1Inig.s: nict21i1ted, 1iin.(Th\ -Iii til iohint, -,1

of \main \ 1 1)iitpiL dtwirioftil \'ork vk'll[sles .11e

.\,= Menial ;.1(11111n1:-. I [1:1 Ik%IC'IChild P WI` trod inter and quo-oolitic: ire adt;1[ Che!! ;11(1 pried iiie.ulttui..1,1d he e... ill- .LI(1011 .\11\.tilici.1 in Yea lcdIts (I Hitt \pitto. wk 6,2\ ViCipcd tutinIClitMtol (1C1 that put site. ,ocial helytI' I .111\1Ili

i d

39 Gc 7 SEMICIrJLAR CANAL STIMULATION IN CEREBRAL. PALSY CHiLDREN

K. W. I.

.-uuLivitt: and Das nil I )et' '. of nut. (into s yn' ..(ots- any.' Purpose: I docrinme the effect, of inicjictilaicanal timulai on gross maim hchavior in children with cerebral palsy, Stibjecrs preambulatorv, ecrebral palsy children,apes 2 to 6, both methods: Children were pretested lor unction and to i f gr minor di.Velopment. Based on level of motor ability, theywere pairs coin( ot and treatment groups. Children assignedto ihe tremmem group ieceised 16 regularly -,piced sessions of semicircular canal stimulationduring Mc 4 week. following the tactest. A nosti::st, identical to the pretest, was c ondtid,:t1 dorm',the 6ill Wecli: Analyses ol cosimatice and t-:es;`, were applied to the data. hndIngs: 111chly significant improveme-' )1.cieleration1at groi- r clople seemis a function of the sessions of seri,,=a..allar canaldimilanon, Improver:wills in the hclialordomain were alsoobservcd. canal!minced \ FeSpOIP;CS were Sigt1;tik:alltly cu ttercnt 110 1.111rd I I 1,, ;10 (1 chilLjr0L I fabiluii/1,,11 011). t (Val_OL, 11\''',1:1g11111ti .1anWtry 1975-1)L 1977, 'ouperating gronp(s): (I) I ir;ii;%! Cerchral Palsy at ((iw (2) 1 121 it, ate I lin itv, Nkonger Center.

39 GE 8 PLAY LEARNING CENTERS FUR PRES I--RiuLIANOICAPPED CH!LDRE

lip,colualort. I P., Prote,- 1 I ",c.:t'in. I 4202 I' ;,\\ ter :\i,entic, I itripa, 1.1t)riela l'uri)(is: cow,ti t'sk ;TA I H L'Allt)(11 1),111t1R-App ',1117iects: '1)101 2 arL", I pl.1\ 'IC ,111;!i:/C(1 I

:r a 1)CEH,(1 e,I rink] Hii 01 , 1,":11WW.1 1.1°410.04S; .J111(11(11 'I t:,!111+: It Iy,1c aril (21 in pc,13:1\ dc,:lymc." clik.r..t)1111Mq,. H1.11,21114', ; II)d si\t: Ut' '1,,-,.:(1r1111.!! to in-,

intiratine,li,roni)(s).. rk'Ll7\1(11 (I) 1111ii);t 01 I 11),(2)t +)r,r1i c r)(1,(1)1(1,(. )1(:(11k)(1),! A if) nuntilttl hn I hoc' II ic~ ii\;,

39-GE 9 PROR1 Ervis Iti INP'" LAZING INST' UCTlOrs: Foil :-IANDICAPPE CHILDREN

P HI I ,n),1IicclI.I mlikH,

PILO . I )epart meinut Mice, i crsit!,. ot C;Illtornia. 7,10 V Plita, I os 0,iNles. alliorilia 91)024, rpose:I o analyie ariables children, ..1114_,,I program, Ho in di imionalp.ioups Si,lire indi%

prov(;.((r)td!.: ',011 in;tintatiit`el. 11

irk 1710j ages 2 (t) low:1g of, month,. 11

IJLInt,11; I Methods: ()Nei a 9-month sch 01 year, the children were cvaluaica 1 13 ar-;.is of social, academic, and language development. Children were resclie'6!-Iciq-1-1; month into small group instructional ings (Ivend;.ui on their common areas i)f ,...`,celopment, rates of progress, and behavioral prugrams. Computer analysis of critical .ariatiles was used to construct a decision making model, Findings: A computer program has been developer) from observation of teacherdecision making prokiwes and has replicated children's schedules independently w:1 a high degree of reliability, Duration: July I976 August 1977,

Cooper-MI-up. gratipts): Office I Education; U 5l)cpar- trnent of Health, Education, an-' Welfare.

9-GE INDONIETHWAN THERAPY IN PREMATURE -INFANTS WITH PATENT DUCTUS ARTERIOSUS AND RESPIRATORY DISTRESS SYNDROME

In', . William A. Neal, M.D.. Associate Professor; and MarthaMullett,M.D., Pro fessor, Depaitment of Pe,,iitrics, DUasion of Pediatric Cardiology, School of Medicine, Vc cst Virginia University, Morgante West Virginia 2606. Purpose: Eo evaluate the effect 9f indomethiu.1 therapy on ductal closure premmure infants with congestive heart failure. Sti--jests' Pf;:ritaffil c male and female infants, f,esiational roes 2') to 41) weeks, w tlt severe congestive heart failure. Nlethods: Patients ai-c selected using the s,tttle e rta used lo select cc' tents for rgical ligation of patent ductus arteriosus, severe emmestive heart failure unresponsive to medical trumagement. 1:1domethacin (0.25 to 0.50 mg/ kg.) is administered orally or per rectum, The patieol is :11L:n carefully evaluated for idcnce of dnci.il do ire and any adverse side

Findii,gs;V, of '.1v107'7, permanent do- of Intent duclus as a resultof 111,1cm:111.1cm Therr,py has hero witnessed truly 2 of IIpatients; two patients respon('ed %kith lemporars clo,ure 01 patent ductm, and seven patients had noresponse. Results no Set IOW, SIdc: of feces. .1141,t, thi

39-GE-11 SEPSIS IN NFONATES

imeogaioroo: A. Neal, Ni l)., ctci.tle Professor; and Martha Mullo Prolc",sor. Departmentol echo and Mark V, ikon, Ph.D. Department at PhatMacology, Medical C1'rur r, Virginia University, Morgantown, Vit ia 26506, of Furpnse;to enable diagnos tabu%tor Meth . anto the re enititres, Subjeets: Neonates in an int .nsive care unit suspected of havine, sepsis. Methow:: Subjects' bloorl samples are 'inned for shemiluminescence white: sc'dala are then correlated with sub, ent e ere tcsirlt Duration: June 1976-June 197li.

84 39-GE-12 ORAL KANAMYCIN AS PROPHYLAXIS r!'"1NECROTIZING ENTEROCOLITIS

Investigator(:): Martha Mullett, M.D., AssistantProfessor; and William A. Neal. M.D., Associate Prole. or, Department of Pediatrics, Meit:,',a1(Tenter, West Virginia University, r alum% West Vi-ginia 26506. Purpose: To evaluate the use of kanamyc ~in taken izing enteritcolitis in a high tisk infant population. Subjects: All neonates, weighing less tl=;Ut 1,800 grants in a neonatal intensive care unit who have not becA I. Methods: its the study were randoraly assigned to either a controlgroup receiving a placebo or to a treatment group receiving15 mg. pet kilogram per day in a dose of kanamycin. Pysieians and nurses takingcare of the patients were not aware of the medication. The incidence of necrolizing enterocolitisin each group was obtained. Bac- , riologic ,indics of stool samples or conlroi And(It:dm:ill patients were performed. aration: June 1976-1-keeMber 1977,

39-GE-13 DISSEMINATED INTRAVASCULAR COAGULOPATHYIN NEWBORNS

Investigator(s): Nlarthd Nlullett, e\ i nt Professor: and Wilk' A. Nea , N" .Associate Professor. 17.-/epartment of Pediatri ;v1edical Center, 'West irgi Un,Yersi Nfore,,iown, West Virginia 26506. Purpose: Fri do clop a standard methodoloefor rli;enosing dissemil coagulopathv in newborns; aid to evaluatetwo treatment regimens to in the iromment of disseminated intravascular coatiii\ipailly in newholip,. !lubjecis: Introits in 0 neonatal intensive ear!: Unit. Methods: list ants with disseminated intraviveularcoagulopathy bv erneria were mill:Indy placed based on hospital intuit:ter intoone of iwo treatment vivid' I .was ,ieated with ieplueentent therapy sitlt fresh frozen plasiea r_ipitati; Wow" II was ti :tied with au et,change transfusiou with wholeblood ,., yeti therapy. Findings: lit th niethokk cif :herapy appear 10correct 11te aguloy.hy. ortiont iv/5-.11,1v I971.

39-GE 14 FORM VE EVL ATION STUDY OF THE ELISSYNidOL

investi Jam/ Silvt,rnun, Ph.D., \ssoeitttc Ptotessclr, OntarioIn ute Studies in tidueati,..ri, 2 1110111 Street Vest, 'Foronto, Ontario, Canada 1A15S1\16; and t-Thirley MeNaughton, ProeramDirector; and, Barbara Kates,Associate 'ProgratrDirector, mmunicatiou l ounel.tt 0 %r, f62 pglintoo Avetwe Last, Foronto,Ontario. anada N-1,1(1 21,1, and Dale Sutheilart-'..`;p:ech Pathologist;Barf,a,-a Reseorll Assistant: Paula Ashmead, R,Netirell ',italit; and 4'0 Ye, burg.Analys,, Ontario Crippled Children's Center, ,.,50 0,t.urney Rcad, tiario, Canada 11.14E-1 Purpose: To conduct fol.nativ'e evduation of Feff,-,-0.eness (Y -he symbol sysien. eaceting inform:moo instrit.,!t--',:, in a yarie', settii-1;s. _,..thjects: 1 57 sahieets from ,--2..secings ae 3 to 30 r, at:oximately halltorm,11:-::9t) percent will. eercbt',I pal5v,i. . ,ingf ,-,a1 seoh- 676,-,re,-"nt{ii telleetual :',.sessmen,... tie sub, ur,ttc liandiea, Meet i eart iei paling insp s 1e from 'know; t.,rtamittion. instructors were requested to out -tionnaires on each child's social, academic, comtmunication, and psychological status five timesa year. There were additional items on physical well-being. Interviews w utilized as well. Because of time restrictions, only data from initial and final recordings were examined. Regression analysis determinedOK most useful prerEctors of skill in symbols. Duration: December 1974-completed, Cooperating group(s): Ontario Nlinistr., cif n. Publications: Information is available from [)r. Silverman.

3 -GE-15 COMPREHENSIVE TRAINING PROG AM FOR INFANTS "AO YOUNG CEREBRAL ITALSIED CHILDREN

Investigutortsh Michael.1.Mori a ne, M Project Director. and Rona P, Alexander, AssistantDirector, Comprehensive Training Program for Infant andYoung Cerebral Palsied Children, Demmer-Kiwanis Children's Division, CurativeWorkshop of Milwaukee, 10437 West Watertown Plank Road. Milwaukee, Wisconsin53226. Purpose: To improve abnormal siensorirnoior behaviorso that speeeli behavior can develop; and to develop the linguistic skifls of infants andyoung cerebral palsied children. Subjects: Children, age 3 or younger, who have moderate tosevere rteuromotor handicaps and physical impairineut severe enough to limit motor activity. M,-Ihods: Project activities focus on two instructionalprograms: the Pre-Speech Program, and inc tringuage Stimulation Program, The goal of the Pre-Speech-,t-ograin is to correct or modify abnormal sensorim 'tor behavior which is interfering with the Jcvelopment of speech behavior. Following, an initial evaluation, curriculaare designed for each child. Specific therapy techniques arc demonstrated to parent; bya therapist. Parents then carry (nu these technir7oes at home. Treatment involves all areas prerequisite to normal speech kleVelOptlICW ;postural tone MK: movement parterns,oralreactions,respiration and phonation,articulation,andlanguar developmentbehaviors ,=?Iating, tospeech development. The Language StinadatioProgram ;.T,risicts of three levels. Level Ixn- celiiiates on pr linguistic skills such as attention, sensory tolerance, andsensory awancnicss ol stimulation. 1 :\ el 11is concerned withiris. receptive lmriw skills.i eve' III centers on more complex receptive skills and early expressive skills. A battery or testsis administered to determine current Ivyel of functioning in receptive andexpressive language. t'arents are interviewed to assess langu go NI-fort-mince in the home. Childrenare then t-eated iresmall groups P:iteril: involvement in the prOgram is stressed. `tree questionnaires suer tic Hoed io help staff effectively interact withfamilies: Ptu'ents' Llnderstanding of for! iicting Ito cerebral palsy). Parents' Evaluation of Their Child's Handicap, and Parent "VI. I. Survey. I- innings: An evaluation of child progress perfc rmed for children who had been :n the I nicuage Stimulations Program 4,1t7rinp,1Q71-1974. Pre- and posttest performance was assessed for 36 children receiving treatment for for2(1 children who received treatment for 2 years; and for five elidrfr*eri who were in the program for 3years. !'re= and posttestdata were f diered usingthe Hitovh-League Receptive- Expressive Finergent ingiip.ge Scale, the Mechem Verbal Lanpage Development a the PIT '.e110(-,1 A - tainment Record, thePreschool Language Scale and the Peabody Pictutc Vocabulary TesL For the I-yttar treatment group, the moan gain ranged from 8.1to 12.5 months. For the 2 -year treatment group, the mean gains. ,'.:rosy the five instruments rangedlyoni 14.5 to c),ileIlleclei gain how 21,2 to 40.7 inoatli In of the se',ity of handicaps served, it appears thatprogress has been considernabl , mid consistent over 3 years of treatment In jam the'mean number of months gained by eh on three of the five instruments (die Mecham, P LS. and PP"flitl`t proaches tha'ich would be expected for normal growth; i.e.,12 months gain over 12 months of pre-post assessment was completed for children enrolled in the Pro= Speech P the Sensory Motor Evaluation of the Speech Mechanism,a /n4,!I itting indicated absence of desired behavior and 7 indicatednorrn., beltavi For 47 children who received 1 full year of treatment,Prc-Pc gains n t get behavior arearanging fromt- .c5 on phonation to feedin, 14 of the 47 children who remained in theprogram for a second year, a .88 was reported. Duration: I _ntinuing. Cooperating grouipts): TitleVI;Bureau of Educationfor HandicappedGffice01 Education; L. S. Department of Health, Education, andWelfare. Publications: A description of the comprehensive trainingprogram for infants andyomu cerebral pakVed children is avall--)le from: Demmer-KiwanisChildren's Division, Curative kVorkshop of iVlibiriankee

E-16 MODEL PRO'GRArl FOR RETRIEVALAND ACCELERATION OF PF.OMISING YOUNG HANDICAPPED AND TALENTED CHILDREN

Investigator(s): R. Karnes, &ID., Prnfes rirl)cpartmentiltSpcia Institute for Child Behavior and Development,Univetroy lone! Wolfe '-,__hoar!. 403 bast f-ealev tierces, Chatnpaign, Illinois61820. Purpose: develop and clisseminateit model program io mit mg and providing ft;idicariti elnidryri With potcntin.1 manifei,t :alents. 9ech: 2., and girls, ages A to 5, who represent different socioeconomiclevels, must be Itaiklicapord its at least one i2or,' and have been determined be, or ht e the pertcntiit) Ire hO, talented in one or more ol the folloicuignrea gerieral im specificacade:me,creativity,: iy6ioniotor,visual performingarts, social r leads rshi Nit-Minds: he enrolledin one or three PCS of model prn rams: OnQn tAueation, fltintellect ti;vad tf'i ' method .:%11h IF lulu* datafuneach child.Imnewoons being studied inelure doCloding anavi.arr...[!,,,s of need,location,`;Crt2efling,ilzake evaluation, diagnosis, tdassmoinscreening,classroom programming 'ncluding aptationsi.tud modifications), materials, clas rocrin characterisfio, familyinol !oll cv Ihr()W:j1, ',Ind evaluation 1-iliolings: A ha-del pn:qlur uments Bate bn Les.' an Iare bOng validated. Duration: Jul) 1975,atinuing, C'ouperatinggroupki: (I) Ilitreau of biducatio- fiir i=cuidicapped:`1`:ce U. ti, Depl,rirnent of Health, Eth,eation, and Weir,tre. (2) Oniversi!, of I Lica, loii"for Preschool Handicapped (If EPH) Project.

TREATMENT OF PAIN IN CHILDREN WITH CANCERTHROUGH 1-103!JOSiS

ski NI.1) , ; ..\ Ilene Ph.D., Vepai mem of Psychology, StanfordUM% ersity, anford, for nia 94 Purpose: To alleviate pain in pri res stud, as hone marrow aspirations; to alleviate long-oa pain arising from growth of tumors; at sist in the control of ancillary symproms such is anxiety, insomnia, and digestive oi,turbarrces. snbjecis: Children, ages 14 through 18, at Children's Hospital at Stanford, who were referred for relief of pain. Methods: Using the Stanford Children's Scale of Hypnotic Responsiveness, yhe correlation 1,-,uweeri degree of hypnotizability and relief_pf various symptoms is being inviostigated. Findings: For relief of ancillary symptoms such as anxiety, insomnia, etc., low to moderate F,pnotizability will suffice. The relation of pain teller to degree of hypnotizability is still uncertain. Duration: September 1973-August 1978. Cooperating group(s): Stanford University. Children's l- lospital.

PAREF.11 Al PERCEPTION OF HANDICAPPFD CHILDREN AND ITS RT TION TO SERVICF.

In estiga itliam k1. Hutton, Ph.r.; , Research Coordinator, United ebra! Palsy of'Queens, - 164th Street, Jamaica, New York 11432. Purpose: Ti -,tigate the impact of family and social .services on parcrul percept growth and Subjects: El trodlies with handicapped children, ages 5 to 14. NictlinOte. dattt and pics--hool attainment recordscores,furnished 2-s parent:, ind teachers ilter a 1-yen were analyzed.

Durz-,tion; lan .

:,t,-F-2 PARENTAL PERCEPTION OF HANDICAPPED CHILDREN'S GROWTH AND DEVELOPMENT

1r11e :44: 1)11, , A , State University of Ncv York at Stony Brook anu research Consultant, 1_,11 ted Cerebral Palsy of Queers, 81-15- 16111-1 Street, '"moica, Ness York 11432. Purpose, .lentif.,. and investigate interac,ion among (1) programmatic and service &livens:oils of interchsciphaary handicapped children' school, (2) family s'tructure, and nee over time in parental perception of their child's physical, social, and intellectual des mierit. Subjects: 40 handicapped children their families. Children r es 6 to 16, s ,rrelv nandieppped. with cerebral palsy and related developmental disabilities bredominating. All rte ill special cLuse; in a SCI1001 sett ing. Nit-ihnds::.cvel and rrhange in perceived growth and development of each child was ruLasuro_: repeated interviews with the parent; using the Preschool Attainment Communicai;on and involvement 4t tilt school programs and services data were gather,d t!Irro,,h parent, self-rvorrs and questionnaires co npleted by professional staff. Are-ssis focused on discrepant views of parents and teachers on growth and development and the impact of the discrepancy upon the chili, Hurd tinn: March 1976-November 1977, 3`1 -CF 3 NATURALISTIC OBSERVATIONS OF SOCIAL ANDEMOTIONAL BEHAVIOR IN TWO COGNITIVELY ORIENTED MAINSTREAMEDPRESCHOOL CLASSROOMS

Irtve igmor(s): Joan NI, !spa, Research Associate: and Robed D. Mali., Ph.D., Research Associate, High/Scope FducationalResearcil omtdatior, 600 North Viver '.a cct, Y psilanti, Michigan 48197, Purpose: To determine whether or not the frequency adstyle 0/ Chs!Anati,;9'titrraetions WC al levied by the presence of handicaps in One or more of th.:in: andto't;t,'. '1,, if and 'how teaehers relate differently to handicapped andnonhandicappcd

Subieos: four preschool teachers and 28 childrenattending two t tC'li ince preschool cla:,srooms. The children included eighthandicap: s, two hanoic.pc)cd girls, eight nonhandicapped boys, andten nonhandicapped girls. nandicapped ehilor en showed delayed mental developmeni moderate perceptwilor sensory Impairment, and /or emotional disburbances. Methods: Observations were made bytwo ti inpprticipant observers using a standard 30- second time-sampling procedure. Fach*childwas observed indite classroom for four (2- minute pQrio6s. Observwions were made during work time,a Nriodlich children freely chose their activities and playmates. Ilehaviorchecklists included behajors measuring generak, affective state. the tepor of social and the level of social play. Datawere analyzed using mests tci determine differences inftequcticies of behavior and differences between °risers ed ;--tic; espected, frequencies with which helm, ior,. \sere ditcetcci 11101- (hcapped :! no11:111d1CapilCdChildren. binding'.: .;indicappedand nonhamhcapped csOCially oh..grm 1c;i nucritellow, %sal; hankhcapped children were similarin their inicractann with nonhandkapp,., Dula now 1)e,einbcr I975-co!npleted lug group(s); Itureau of Fdd tion r Itandicappcd: {)Mice or I ducal nt L; Dena' mien! ofHealth, Fdocation, elfarc, Publications: !spa, .1. :ind Liegratinghand pped lior III 11a co12111(R ely (monied p-ogralli. l(41-Aoki, tr into-venif ,,,,?(/ , and rionhan icoppcd :J:ifaren. laltimore: hits e i Pail; 1're-ss pre,,-,)-

Mentally Retarded

39-HA-1 ANALYSIS OF THE CRIMINAL JUSTICE PERE:)111:Iai 1JNDERST NDIN MENTAL RETARDATION AND THE NIENTALI vHFIARI',ED OFFENN,F1

(nvestigaturts): Jen- !IL D, Associate Iltolc, ')tiartniertt 'hildren Fdttealion, `Ve \\'York State University College,1'O0 f-Itywood NOW York 14222. Purpose; To delerniiric the current:Oct:brigs, attitudes,iliicl understanding, of the criminal Justice system and ersonnel toward the mentally retarded otfetklciand die topiL of mental retardation. Subjects: 50 itidE....s, 100 lawyers, and 150 policeMeet's Methods: A ,-question survey' instrument was deyeleoc ,'v ( )hicigraphic,l in- todnadon (e.g., the respondent's age, education level,years on the job); (2) the re:pon= dent's experience with mental retardatibn: attitudes toss ard the pioles.iional opin retardation and retarded offenders; and feebngs toward required and option:IIin- struction on the mentally retarded. Data were, analyzed via analysis ariance and through various other statistical procedures. Duration: January 1977-September 1977,

RELATIONSHIPS BETWEEN FUNCTIONAL SKILLS AND SOCIAL BEHAVIOt AL INDICES USING OBSERVATIONAL MEASURES

Investig ator(s): Jerri Linn Phillips, M.A., Research Analyst; and Earl E. Balthazar, Director, Behavioral Sciences Research, Central Wisconsin Center for the Developmentally

Disabled, 317 Knutson Drive, Madison, Wisconsin 53704. . Purpose: To examine functional independence in eating, toile Ling, dressing in relation to indicators of behavioral disturbance. Subjects: 457 ambulant, severely and profoundly retarded institutional - esidents. Methods: The Balthazar Scales of Adaptive Behavior, SectionI(Scale:: of Functional Independence)., and Balthazar Scales of Adaptive Behavior, Section 11(Scales of Social tkii:Iptation) were administered concurrently, Functional independence was measured in eating, aoileting, and dressing skills. BehavioraTTJ-xEces derived from the BSAB II were: The Sam or Adjusted eehavior (an aggregate Mea:s social adjisiment in a relatively wistructuredenvironment):Languog,eIndices a -tireeveryd,,communicative roficiency); Index Socially Ambivalent Behavior tiiodic:we behavioral interference with constructive social relationships); and the So:re Rathy Index (to measure respoa scenes to external cue., as associated with stereo:yped isms). Findings: Older residents performed better on all ft rctiona_ Toileting and eating scores were higher for subjects who had been institu ionalized Ing,er. -Sex was unrelated to calm z and toileting, and age-speci:ic dressing normance seas similar for males and femalo. Each funetiomalskillwris.r*iiNiltothe othefunctionalskills,language proficiency, and the st,...0f adjusted hehas,..Jr. --ica--offibivalence appears to interfer ith functional skill performance, especially among individuols scoring high on I be Sum of Adjusted tiehavior. !"7'creopathy was previously reported to reduce the usual level of language use hilt not the highest attained level of language skill. Vsqyzre stereopathie duals have acquired social and functional sluBs,theirfailure Io utilizethen-, ap- 'propriately may lead to prolonged institutionalization, resulting in the observedpositive relationship between skill perfoi mance and stereopatlw, lor those who scored high on the Sum of Adjusted Behavior. Duration: 1967-1977. Publications: (I) Mental Retardati 1977 (in press). (2) Phillips, J.L. and Balthazar, E.E. commability it. more everely retarded, institutionalized individuals: An index of socially ambivalent behavior (Abstract).,hernialRerarelatial,1976, 14(3), 46-47. (3) Balthazar, E. E. The Balthazar Scales of Adaptive Whavior. Section l;lire Scales of hinctional independence (Rev.Ed.). Palo Alto. California: Consulting Psychologists Press, 1976. (4) Balthazar, E. E. and Phillips. J. L. Social adjustment in more severely retard0, institutionalized individuals: The Surer of Adjusted Behavior. American Journal trf ;Veinal Deficiency, 1976, 80(4), 454-459. (5) 1k-dill:tzar, E. E. The Ba/i/Jazar Scales of Adopttre,flehaviorSection The Scales Adaptation, Palo Rho, California: iscdtiralpsychologists Press, 1973. complete reportisavailable from Dr. Ballhazar. 39-HC-2 DEVELOPMENT OF A SEX KNOWLEDGE AND AT)'ITIJiIDETEST FOR THE MODERATELY AND MILDLYTIETA:WED

Investigator(s): Barbara Editionm, bd.) sociate Pr lessot; and Resident Associate, .1oel Wish, M.A,, Nisonger Center,(limeState Columbus, Ohio 43210. llniversily,15/(0 CannonDrive, Purpose: To develop a test for use With Ft:lardedinthviduals to sample their critical areas of soeiosexual knowledge of information and their altitudestoward seNual Suhjeet: 50 female and 50male residents a Sr rte inS1111111011 male and 50 female residents l'01the retarded, and 5t) in their own orgroup homes. with lOs of 23 to 74, I he subjects arcages 18 to 42, and Adaptive BehaviorLevels II, III, IV. Methods: Critical areas of knowledge were identifiedby 50 expert resj were formulat-to assess knowledge in Bons these areas. Responsesto questions usually required the strojectto point to a picture or indicate "Yes" or "No.-Test-retest reliability and internal consistencywere analyzed. Test usefulness responses of institutionalized was examined by compalingthe subjects with responses ofcommunity resident subjects, Findings: Test-retest reliability,expressed as mean percent agreement, ranged from78 to 90 percent for knowledgeitems, and 76 to ',if percent for attitude internal consistency information anddifferences in knowledge are reported, Women differed and attitudes between thefour groups from men, and institutionalized.,.objects differed from community residents withrespect ttl a number of knowledge Duration: July 1975-completed. and attitude items. Cooperating group(s): (1)Bureau of Eduevtion for Handicapped; Office ofEducation; U. S. Department of Health,Education, and Welfare. (2) Citizens. National Association forRetarded Publications: Final Reportof U. S. De Project No. 0007500382, Health, Education, andWelfare Columbus, Ohio: NisongerCenter, Ohio State University, Edmonson, 13.; Wish, J.;and Fieehtl, K, Development 1977. of a sex knowledge andattitude test for the moderately andmilcily retarded.

39-HC-3 LEARNING PATTERNS OF CHILDREN WITHPHENYLKETONURIA Investigator(s): Mathias Hagovsky, Ph.D., StaffPsychologist, Child Development Children's Hospital of Newark, ('enter, 15 South 9th Street, Newark,New Jersey 07102. Purpose: To determinewhether irregularities exist in the learning profiles ofchildren:ho are treated for phenylketonuria(NW) and have established,high Subjects: 23 PKU children_ 5 to 13, treated for the condition, who 10s above the level of retardation;and 23 non-PKUs matched Olt age, sex, race, and occupationof head of household andstatistically equated for IQ, Methods: Employinga multivariate analysis of covariance, with the Wechsler intelligence factors (measured Intelligence Scale for Children-R)were used in variation according their relationship to to dependent variables measuredby the Illinois Test of Abilities (ITPA), the Wcpman PsNcholinguistie Auditory DiscriminationZest, and the Developmental of Visual Motor Integration Zest (WY11) for different comparisonsof the groups. Findings: Throughscores on the ITPA and on the differ significantly Wepnian, the groupswere found to on visual closure, visual reception,and manual expression. evidence for differenceson the VMI was seen Suggestive n waenI both groups performedpoorly. In all cases, the PKU subjects performedless well. Ourailien: December 1975-completed. Cooperating group(s): (I)Fordham University, 1 incoln Center. (2)United,,ospitalsI( Medical Center, PKU Center,Pediatric Clinic.

91 39-HG-1 DOli; ))\- iNFANTRARENT PROGRAM, CENTER-ON HUMAN DE-9 !:RSITY OF OREGON

!derteks, Ph.1),, Associate Director; Robert I I, Schwarz,PILO., leachi ,,,or; and MarciI. Hanson, 1)octoral Candidate, C'oordinator, Development, University of 1)own's --l'arcnt Program, Center on 1.-Inman oregon, 3uilding, Eugene, Oregon 974(13. normal rattge of Purpose! ' ;:ecp Down's syndrome children within the devclopmet -ntion beginning at birth. Subjects: (:-; female Down's ssndronie infants, ages (1 to .1svlm live in lVesterri Oregot.. obscryt! Methods: The toots of 111 is on parent involven.ent. '1 rained parent. collected dart c heir infant ;ling programs on a daily trial-by-trial basis. Parents based on the clam independently goals, wrote 'grams, and evaluated their progress they collected. haselin! ce!'ims w;:le used to determine iffunctional relationships exist between tinun(' Procedures .! a ,nlant performance gains.A Caregiver-Infant In- teraction Code and In it Activity 1%(_!' Checklist were also developed. ns). Findings: Developm(., irticipatmpilant,, is elos ,f! to normal range (se Duration: September 1'114-May Publications: (1) Hanson, M. J. al1 Heidenreich, S. M. The Down's Syn Parent Program:/-Inappro,aliloparer!- prnjes,srtrta llcoordi (submittedfor it: A guideor publication), (2) Hanson, M 1 Pour Do syndrome parents Eugene, Oregoa: l;n,\ cr. to! ofC'Tcgon Press (in press). (3) Hanson, M. J. and Bellamy, CI, T. Continuous mea.oiremeni !!' progressin infant intervention programs. Education and Traininp Menlallv ff.tarded, 1977, 11(5), 52-58. (4) Hanson, M. J. Evaluation of training pi ocedure, ',tied in a a implemented intervention program for Down's syridrome infants. .1A FSPH Revtes, 1070, 1(7),36-52.

39-HG-2 THE LINGUISTIC ENVIRONMENT OF LANGUAGEDELAYED CHILDREN

Investigator(s): Gerald ;lames Mahoney, Ph.D.,AssistantProfessor, Department of Education, 124 Moore, University of California, LosAngeles. C4, ifornia 90024. Purpose: To compare patterns of interaction ofmothers and their mentally retarded children and mothers and thenonretarded children during the initial period of language acquisition; and to delineate specific factors in11)00m-child irimaction that affect the rate of language development. Subjects: Four female and three male Down ssyndrome chii-:_ren and four female and three male nonretarded children. ages 16 to 24months; and their mothers, Methods: Naturalistic observations were madebimonthly of mother-child interaction during free play in the subjects' homes. Assessmentinstruments included the Uzgiris-Hunt Scales. Duration: March 1977-March 197S. Publications: Mahoney, G. L. Ethological approach todelayed language development, .tmerican Journal of Menial Deficiency, 1975, 80, i 39-148,

92 39 HI I1 AN INVESTIGATION INTO THE EFFECT OF HOME Bi-',(A) iNTE1 FNTION WI 1-H SEVERELY SUBNORMAL PRESCHOOL CHILDREN

hive : A. D.11. Clarke Ph.D., Professor; and S. kr:- c t 11 Assistant, Department of Psyr_ v University ofMil, 'rtitinghant rtd,Ifrill rightfl.

Purpose: `1.o assess the effect of I, intervention on developmental levels :wait ifti children and on parental satisfact to compare the efficiency of frequent vsin kequent

)jests:29 boys and 15 girls, ages1,5toIinitially, who ire IIor tiro irnionaW, or educable subnormal mongols. Methods: Subjects were divided into three groups. Group A receivedcm) weel,k Listing up to 2 hours; Group B received eight weekly visits lastingup to 2 hours. (ioitip was the control group and received no visits.Visits included instineting mothers in cognitive, language, and self-help training; emotional and- socialsupport for omen's of profoundly retarded children; and information and other services. Annuistests arc helm_ given until the subjects reach school age. Tests used includethe Gaud Infant Intelligence Scale, Vineland Social Maturity Scale, Peabody Picture Vocabulary Test,and ;hc burg Progress Assessment Chart of Social Development. Findings: Group A appears to have made greater gains than(irotp 13, though differen are not significant. Group C has not yet been tested. Duration:September 1974-April 1978. Cooperating group(s): (1) J.Rown tree Tri. (2) Royal Vic in 1 -oital. Newcastle n 1 yne, Child Development Centre.

39-HH-2 NONVOCAL COMMUNICATION FOR NONVERBAL RETARDED CHILDREN

hive r(s): RuthF. Dcich, Ph.D., Director; and Patricia M. Hodges, MD., Co- director,Institute for Reiearch in Human Growth, 1737 Finecroft Drive,Claremont, California 91711. Purpose: To teach a ink of patients at a hospital for the mentally retardedto communicate with each other and with staff by means ofa symboi system. Subject~: 57 patients, with a chronological age range of 5 to 17years, and a mental range of below 2 to approiornatehl 7 years. Most subjectswere nonverbal, though some had simple speech. Methods:Forty -seven subjects were taught a symbol system based on Premark's in which each plastic geometric shape stands fora word. Symbols strung together to form sentences. Two control 3roups of 10 each were given equivalent attention butno training. Pre- and posttests were administered to determine changes in behavioral, linguistic,and intellectual functioning. Findings:After 6 months those with mental ages below 2 years have trouble generalizing and learning words other than nouns. Those with higher mentalages learned to communicate with meaningful sentences. Duration:rune 1976-October 1977. Cooperating group(s):(1) Pacific State Hospital. (2) Bureau of Education Han- dicapped; Office of Education; LI. S. Department of Health, Education, and Welfare. Publications: A reportis available from the investigators.

93 rti 111 1 RESEARC AND DEVELOPMENT OF SUBJECTIVE VISUAL ACUITY ASSESSMENT PROCEDURES OF SEVERELY HANDICAPPED PERSONS

loyestigator().('"iarlesR. Spellman,Ed.D.,Director,inhicational Re Ire and )cyclopmvni Moreau of'hild Kesearch, (tiny-et-aft/ of Kansas. Parton,,,, Kansas; '7357, Porpos,!: To provide procedures for tesiing the visual ;lenity esf persons unable to perform in ihe standard optom-ti le evaluation. l7 rely' and 'f.) -I IrRli,.idudk

and 7 preS4:11001 e Mild' . Nielhod'4:Bothinglo (.rotip dnigig, are includedto 8:tinware dill lent di,criniivatinn training procedures and their effect On training time. number oferrors, and ill eshold measuremeril. Data collection incorporates both machine recorded data and obsei violi) and reliability data.Statistical treatim,"u varies :recording In the research design. nodings: .'file, ttd12r:11e:dile acuity threshold can be c,okuited alter discrimination 0:tining v ith severely handicapped persons. Lens prescriptions can then he verified by comparing initial sercening results (without lens) with the lens prescription results for both near and tor point visual :tinily thresholds. Duration: July 1976-June 1 /79. ('uoperlting groop(s); Burem of Education for It Indicapped; Office of Education; 1)voarnlient of Ilealth, lducation, zinc! %Velfare

39-FIJ-2 APPROACHES TO IMPROVED CARE OF INSTITUTIONALIZED EPILEPTIC PERSONS

Investi2ai t M.D., Director; and A. .1, Fakadej, M.D., Co- IV-ecto---,IN:poi-twin of lied aerieNeurology-, %VestVirginia Medical Cente:. West VirtinitIniversity, Morgantown, %Vest Virginia 26506. Purpose: -1-o evaluate the approaches EC) and results of seizure care; andto develop ilternative approaches toward improving the care of institutionalized epileptics. Subjects; 205 panenis identified as epileptic from a pediatric institutionalized population of severely to ploionad'v retarded children and adults, ages 3 to 46. Other handicapswere found. Mequuls; The program approach was aimed at helping the staff, through education and demonstration,to inwrove the diagnostic approaches and management of thein- stinitionaLzed epileptic.1 he classification, suspected etiology, and frequency of each seizure. the an-iconvulsant therapy, and the functioning of each patient suspectedas being epileptic mere rote(' (I) at the inclusion of the patient in the study, (2) after the initial es:di-Mon ;-tythe neurologist, and (3) after a minimum of 6 months of active seizure monitoi-ing arid care. Efforts to improve seizure monitoring and carewere developed via use of a simplified, behavior oriented observation chart, a central demonstration seizure clinic within the institution. the development of audiovisual training for the stall cenriel, and the use of a reference manual an epilepsy. The effectiveness of theprogram seas nica,led by comparing the accuracy of the diagnosis and of (118.: seizure monitoring. the changes in the seizure frequency, the changes and appropriateness of anticouvulsant election and dosages, and the change in patient functioning at the three interview periods. I...alit:limo measures were made by the directors and by an independent evaluator. Findings; By 22 months, 74 percent of the patients were seizure free, and only 8percent had significant seizure prohlems, There emerged a need for better diagnostic facilities and support. thorolion: December 19741-Jude 1917. crating grottp(s): This strdy wa p;nt of a coll;d101111iVt'prolet:1Invo RAIL' lire Iegion III W III, under Ihc diredion of Dr. Thlin 11,fre,:111:111, ilinseisPy Affiltatet.1 C'criter, JohnsI lt,okinsI filiVCI and hunted hOle 1I. S1 wpm !. inert Health, Education. and Welfare. Publications: (I) Copies(}1the leporr, ol paiiiLnu- may oltl tinedMinn: Ileseloomental Disabilitie., Tr:it:ling and 1 echnical ,Assiqauc('curing, ,) il;t',School 01 Soci:ii Work and count,. linYcHitvt)I ReJlwood Street, lialtintow, Mat:,...11,1 2120;(2) A praok.,,ii multidisciplinary manual (in Ow calk' 01 111L'epiieplie Child mil liin cometitiont plohIctir. Including problems01 katlung, hehavior, and ft.ychosocial ad ustrne n, will titIt C(11111);1111f.d ;111(111W 0t1111 101 ChAp(el 01hc 11 )(WV(' f)iafitrd 01111.1i1M1 ;! 'WM I IR'. i,IV011"2;i1(),.

irrt"ZA. tE

3f1 -IA 1 VALUES, ATTITUDES, AND ACHIEVEVE T OF IN ILLLEGTLJALLYGIFTED ADOLESCENT FEMALES

estigator(s):WarredF.Dederick,1:(1.D.,AssociatePro I,Program!lead, Graduate Program in Educational Administration and Supervision, School of Education, Prooklyn College, City University ot New York, Prooklyn, NewYork 11210; :Ind Judith G. Dederick, Ph.D., Associate Professor; and Sue Roseherg /,alk,Ph.D., Assistant Professor, Hunter College, City University of New York, New York, Nov York10021. Purpose: To investigatetheeffectsof coeducation 011 (hevalues,attitudes,and richicvemcnt of gifted adolescent female), previottsly altendir,gan all girl school. ;Subjects: 1,000 gifted females, grades 7 toI I, attending I fume; College High School in

New York City_. Methods: The invesligalors are attempting Io determine whether thereare any differences in the values, attitudes, and achievement of gifted adolescent femalesas a result of ,:occitication. Nleasurement instruments include Stu yes. of Interpersonal Values,Mooney Problem Checklist, Depression Adjective Checklist, ndardiied (Jellies einem tests researcher designed instruments. Duranor; Spring 1975-Spring 1980. }operating group(s): (1) flunoCollege High School. (2) hunter C rite \I. Schuster Pescara Gran).

39-IA-2 DEVELOPMENT OF AN EXEMPLARY CAREER EDUCATION MODEL FOR THE GIFTED AND TALENTED

Inxesligator(s): Sharon Colson, ro Staff Deslooment Specialist; ind Chris Pher Borman, Ed.D., Director-, Center for Career D:velopment and Occupational Preparation; and William Nash, Ed.D., Associate Professor, Department of EducztionalPsychology, College of Educirtion, Texas A & M University, ('allege Station, Tesas77843. Purpos?: To demonstrate the most effective methods and techniques incareer eduLation for gifted and talented students.

95 hjects, II inrls and (.) boss (anil S alto limes), ages 16 tct IS, ,hoseufrom 46 nominees on the hsis of multiple Ncro:ning criteriat or git and !-,tinkins. All had reached scnior spindin: at the time of M11rIII ids:l'IReic I consistedofjiuidance n'yFxpel iencc.Throughself - no on and 1-%alit dion proccilures, oat ticipants and alternates identified tentative cal cot niftiestareas.Allactivitieskk,creconductedintheFdocationalPsychology almi :dory lexas .\ & M l Iniscrsity during the regular schoolday. In Phase 2, Merl- ; xrciwnei partimpatin, were plaLed ell obscrvu roles in cci helft, idennlie I during Phil;I. A shadowing experience under the direction ofa lexas prolessoi ul :nlyaneco studies wa,, afforded eachparticipant and ithernin,: dui Mg the tegulai school day. Phase 3was a Working Internship lisperienec. Based on the mlormation and rspe, ien;:e ii,,Thrjed during Phases,I and 2, the inchvIdtifil students were placed in int site wolk experiencesHo: work sites were under the direction ofpersons erw,itilckl in the career field the snWent had tentativelyselected. The student was a paid +lkrr (how)! 1 pha ,c, A ;,.uric!, aad posttests, as well as evaluations ,by participants, mentors, teachers, parents, ;lid sac supervisors has b collected and analyzed. Duration: aids' 1076 -.lure 1077. Cooperating group(s): (I) A M Consolidated Independent School District. (2)Oft! of arecr Nducanon; of Lducation;lt.S. IN:port:nem of Peahli. Frit:cation, and

39=1A-3 IND AND FA "iiltY tIts RACTERiSTICS OF GIFTED STUDENTS

luyestig1titil1,0:Pus I . Cox. Fd.I Proley,or and Head, School of Ediwation and Psychology, \Yr:stein'arolina llnIversity, Cullowhee, North Carolina28723. Purpose: To providcheck of cs,sting data and increase knowledge and tinderanciing of gifted children. .subiecis: Childr:n with IQ ,cores of 130 -rid aboveon the Stanford-Binet, who were at least ,2 years advanced on some type of achievementtest. Children ranged front 5th to 10th grade student lohods: A preliminary survey was lone involving456 children. Information on the subjects in this study was gathered froma detailed home report completed by parents and fr,rithe subjects themselves upon acceptanceto a summer program for gifted students. Data will be compared to existingnorms for the general population and to results from other siudie,, (especially the Terman study). Findings: Data front the preliminarysursry iwneraliv agr, ed with other studies, including the long-term Taman studies. The cia'aare tio%.cr,the numbers larger, and the in- tormat emn noire specificincertain areas than those of a rdirnher of the studieson characieristics of gilled children. Duration: 1 975- continuing. lInhlications: Cox, Roy I. Background ch,,raeleristics of4s6 gifted students with 1 scores of 139 and above. Gif,er/ Child Cluarterlv, SAmmer 107 7

39=IA-4 AN INVESTIGATION INTO THE EFFECTS OF A POSITIVELABEL ON THE FAMILIES OF GIFTED CHILDREN

Incsligalims): Eleanore Fisher, Doctoral Candidate andDirector-, Pupil Personnel Ser- vices, Briarcliff Public Schools, Briarcliff Manor, New York1051 Purpose: .1-o learn whether families change attitudes, expectations,or behaviors as a result of positive labeling.

961 Subjects: 12 families of first giadcrs who have beet identifiedas gifted 1.. the school and placed in a special program, NIethods: Data were gathered throngli tape recorded imetvicivs, partialhome environment iibservaiions, classroom obsel yahoo, and ease study wito ups. A content analysis of the data was made. Findings: Positive labeling ;Oleos child,parcuts, and childiciipi .iit (el min childiem ing `;(.1,1 11,t.i

:19- 1 A fr A 1\1 TALENT SEAL

loves Julian Finley, FAD., Pr r,ocuattroont01Psychology mid fvlatheinaileall Youth,Johnsllopl.ins1 iniyersity, lia Litton; c, Nlaryland 2121ti. Purpose: Cu idcntiF, ;and tic,erihe highly able ano talented mathemat effort to develop appliqu late educational strategies. Subjects: 5(17 male -Ind 366 female 7th graders or underage Silt graders attendingpublic, private, or church affiliated schools,12 percent of whom live outside the State of Maryland.

Methods: l'o qualify for the talent search, students hadto score in the top three percent I their national age-grade group in mathematical ability.Those persons in the search took loth the ei hal and Mathellliiileatreasoning parts of Scholastic Aptitude lest, a test designed chiefly for above average 11 th and 12th graders. Thetop 278 scorers on a 2M r1 V score were invited hack for further testing. The eogni!ive measures included the ACT- Mathematics, ACT-Natural Science, Differential AptitudeTest (GAT) -Space Relations, )AT-Abstract Reasoning, and the Cooperative Mathematics Series Algebra I lest. The ;s1PYstaffiswillingto work with any..chool systeminterestedinidentifying mathematically talented youths and creatingprograms for them. SMPY offers a number of ,uggest ions and opportunities to students and their schools. Among these alternativesare 'subject 'natter acceleration, grade-skipping, fast-math classes,tutor-preceptor techniques, diagnostic testing, Advanced Placement Programcourses, college courses while still in high s,ebool, and early entrance to college, Findings: Over 50 percent of the participants scored above theaverage hi -11 school senior can at least one subtest of the SAT (mathematics or verbal). Duration: October 1976-September 1979. Cooperating group(s): Educational 'Foundation of America. Publications: (1) Keating, D. P. (Ed.)Intellectual talent; Research and development. HaltimOre, Maryland: Johns Hopkins University Press. (2) Stanley,.I, C.; Keating, D. P.; and Fox, L. H.Mathematical talent: Discovery, description, and development.Baltimore, Maryland: Johns Hopkins University Press,

39-IA-6 EDUCATOR ATTITUDES TOWARD ICI. AND GIFTED CHILDREN

lei estigator(s): Kenneth R. Seeley, F.d.D. Coordinator of Special Education, Universityof Denver, Denver, Colorado 80208. Purpose: To examine the attitudes of classrooms teachers intelligent,: quotients its the identification of gifted children. Subjects: 75 women and 25 men teachers, ages 22 to 60, who teach inelementary and secondary schools in Colorado.

97 Methods: Subjects respcnded to a survey instrument of 10statements on a 5-point Likert scale. Data analysis consisted of a frequency distribution ofagreement on the statements made. I he statements weroconcerned with validity of IQmeasures, cultural Litt,; problems, group vs. individual IQ, atd the relationship of IQ to creativity. Findings: Most teachers agreed that the IQ test isa valid nica.arre of academically gifted hildren, butthatitshould not be the primary criterion for placement into special mograms. Most atneed thattest bias should he hminaied by using creative me:,.sures than 1Q. Duration: March 1977-.lane 1977. ('oopui.ding ,,,,awls): Colorado A,,,,ociatioi a.111 talent 1 tionally Li to b end Men !I

"fl JA-1 CHILD BEHAVIOR PROEIL7

ilnesgalur(s): Thomas1i,Ad-.1-11) eh,Ph.D..ResearchPsychologist;andCraig Fdelbrock, Ph.D., Staff Fellow,i aahorotory of Developmental Psychology, National Institute of Mental Health. Building 151,:, 9000 Rockville Pike, Bethesda,Maryland 20014. Purpose: To provide a standardized descriptive instrument for the behavioralcompetencies and problems of children, ages 4 through 16. Subjects: 2,200 disturbed and 1,400 normal children,ages 4 to 16, both sexes. Methods: Parents of normal and disturbed children fillout the Child Behavior Checklist to describe, in standardized format, the interests, competencies, and behaviorproblems of their children. Front these data, separate Behavior Profilesare constructed for children of each sex at ages 4 to 5. 6 to 11, ant tc 16. The profilo consist of a priori competence scales (activities,social, school) and behavior problem scales derived throughfactor analysis of the problems reported for disturbed children of eachsex within each of the age croups. Scoring norms are based on nonchnical samples.Follow-up studies ofclinic children differing in profile patterns are being done,

Findings: The profile for boys, ages 6 to II, has been completednd is available in hand- scored and computer -scored aersions. Profiles for hogs,ages 12 to 16; and girls, ages 6 to II. are cxpected to he completed by early 1978. Duration: 197 `i- 197$. Cmpera group(s): 3(1 menial health agencies.

:to JC-1 VESTIBULAR-ROTATIONAL STIMULATION IN THE TREATMENT OE HYPERACTIVE CHILDREN

Inscstigator(,`: David I.. Clatk, Ph.D., Associate Piolcssor, ()coal[mem of Anatomy; V. dhatara, M.D., Assistant Professor, Department of Psychiatry;and L. E. Arnold, M.1)., Assistant Professor, Department of State University, Columbus, Ohio 43210, Purpose:fo determine the el feet,: of somicir dm eat 1 Mutilation on hyp,Ainetic behavior. Subjects: One boy, diagnosed as hyperkinenc. Methods: The subject was evaluated using several behavioral testsit semicircular anal function test. He was exposed to 16 sessions of vestibular stimulationover a 4-week period. I he same behavioral and semicircular canal tests were administeredas a pos:test. Findings: A marked reduction in hyperkinetic behavior was ohs rved, as rneasiired by the behavioraltests,auto also viainterview's with the mother. Semicircular canal testing revealed a normal end organ, as reflected in the ovular time constant and a normal slow phase nystagmus component as measured by the adaptation time constant, huersaccadie oval was significantly longer than that observed in one normal 5-year-old girl. No change in inters:It:cache in=terval was seen as a function of the sessions of semicircular canal sfitindation!he study is now being repealed with a larger sample I/oration: Ionoary 1976- December1977, tooperatinv. group(s): Ohio Iiivkion 01 IvienfalI Iealth.

JC-2 ASSESSMENT OF Cf-111,DREN'S ENVIRONMENTS

tor tao; Ph.D. Del :trintent iniver ()Iv, Purpose: To develop parent questionnaire scales to measure press -type dimensions of a child's environments; to Lk:lei-mine the relation between those scales and children's ob- servable bcfla tor; and to assess cm/um:mem personality interactions in predicting he ha v ior. Subjects: 50(1 girls andboys,ages 5 to 15, seen al various clinics for behavior problems, Methods: Anitem analysis is made of environment cfuestionnaires completed bymothers. Filvircunnentscale scoresare correlmed with,core :onabehaviorchecklist. The significance of both environment and personality scales in predicting behavior rating will be e unlined. Findings: light cltvirunrnent scales have been developed that are internally consistent and relatively independent as well as moderately relatedto aggrrssiveness,activitylevel, inhibition, and sociability of children. Duration:A rigust 1975-AugustI97(L

3 -JC-3 BEHAVIOR MODIFICATION BY LONG DISTANCE: DEMONSTRATION OF FUNCTIONAL CONTROL OVER DISRUPTIVE BEHAVIOR IN A RURAL CLASSROOMSETTING

Inv glum-(s):PhilipELBornstein, Ph.D., Assistant Professor; Scott 13. Ilamilion, M.A., Graduate Student: and Randal P, Quevillon, MA_ Graduate Student, Department of University of Montana, Missoula, Montana 59812. Purpose:lit demonstrate the applicability of behaviorally oriented con iltal'on by long distance: and to illustrate the utility of a positive practice procedure to prollUAC Mai 11- reliance if behavioral improvement over an extended follow-up period. Subjects:One 9-year-old male with normal intellectual abilities, who .showed ottt o1 sct, [1011:Onipi iance, aggressive, and disit7itve classroom behaviors. Methods:Prescribed teacher behaviors for dealing with the subject's problem behaviors were designed in consulting sessions.AnA-B-A-B single subjectreversal design was utilized in order to demon: rate functional control over the target behavior ((.g out-of- -seat).Datawerecollectedot adailybasis bytheteacher andateacheraide, Methodological features inciuckai counter expectancy reversal to baseline rationales and covert reliability checks, Findings:There Was a dramatic reduction iirthfrequency of tinge( behavior occurrence. Behavioral imbrovements were maintained 6 months following the initiation of baseline. Duration:September 1975-eompleted.

99 VESTIBULAR- RATA' " AL STIMULATION IN THE TREATMENT OFAUTISTIC CH ILDR EN

fin estigator(s): David L. Clark, Ph.D., AssociateProfessor, Department of Anatomy, Ohio State University, 1645 Neil Avenue, Columbus,Ohio 43210; and H. Newman, Ph.D., President. Cent nil Ohio Chapter of the National Societyfor Autistic Children. Purpose; To determine the effects of semicircular imulation on autistic hehaviw ,-iubjects: Five male autistic children,ages 9 to 14. 1,1e ?hods; Children were nretested for semicircular canalfunction and for degree of autistic behavior using the Behavior Rating Instrument forAutistic and Atypical Children. A cross-over design was used. Each child received 16 regularlyspaced sessions of semicircular canal stimulation during a 4-week period. Evaluationsof the dependent variables occurred t svo additional times; T-tests were used to compare results. :imlings: No change in autistic behaviorwas observed to occur as a function the sessions of sem icirthilar canal stimulation. Semicircularcanal function appeared to he rrnal as measured by the cupular timeconstant. The adaptation time constant values %sere erratic, suggesting some differences in the abilityto control the slow phase component of post rotatory nystagnins. intersaccadicinterval v, as significantly longer than in normal subjects of comparable age. A significantimprovement in intersaccadic intervalwas ob- rved as a function of the sessions of semicircularcanal stimulation. Duration; June 1976.june 1977. t 7ouperalirig gronp(s): (I) Columbus Foundation. (2) Ohio State University,Nisonger cent ei. (3) Central fiThio Chapter of the NationalSociety 1 or Autistic Children.

39-JE-2 B LO OD SEROTONIN AND PLATELETSIN AUTISTIC CHILDREN

Inleaigatur(s):Art hurYuwiler,Ph.D.,Chief;and E. Geller,AssistantChief, eu r ob oc h e m is I ry Research Laboratory, Veterans' AdministrationHospital, Wilshire and Sam clic Boulevards, Los Angeles, California90073; and Edward R.Ritvo, Ph.D., Associate Professor, Department of Psychiatry,University of California, Los Angeles, California 90024. Purpose: To determine why autistic childrenappear to have higher blood serotonin concentration platelet counts and serotonin/plateletthan age matched liormals or other hospitalized children.

Subjects: Children, ages 3 months to 11 years, both sexes, diagnosed as autistic by the criteria of Ornitz and Ritvo. `lethods: Current ly, an attempt is being madeto determine if the differences observed to date could reflect a difference in plateletpopulation or distribution. A density gradient separation of platelet riormintions has been developedwith which to analyze the 5HT and monoamine oxydase activiies in these populationsand the relationship between platelet oiiiine and gradient density. Findings: There is evidence that 5HT insome platelet populations, (defined by density centrifugation) is twice that per platelet of other plateletpopulations, 1)1, ration : 1973-continuing.

100 39,1E-3 SELF-RECOGNITION AND RESPONSE TO STIMULUS COMPLEXITY BY NORMAL INFANTS AND AUTISTIC CHILDREN

Investigator Cynthia Hann M.A. Gracn-e Student; and Suiannc D.I lin, PIED., Professor, Department of Psychology, Uni.:rslty of New Orleans, lake Front, New Orleans, Louisiana 70122.

se; Fo determine difteren elfc Amon antit nsc lc cumplcab, in normal and autistic children.

Subjects: Autistic children, ages 5 to 9; and normal infants, I Methods: The children viewed videotapes of themselves. In thefirsitsession, the children's races were marked unknown to them to serve as an objective test of self-recognition. If they did not indicate self-recognition, they were exposed to a live videotape of themselves for five sessions followed by a second marked session. Two videomonitors were available in two other sessions so that the children could choose to view themselves as they were taped or to view a pretaped film of themselves. Findings: All except one of the autistic children show d self-recognition. The normal infants showed self-recognitionlzy14 months. The autistic children preferred the more predictable, live self-image to the pretaped version of themselves; whereas, the normal infants preferred the more complex (pretaped) version of their images. Duration: September 1975-completed.

39 -Jib -4 DEMOGRAPHIC PROFILE OF 105 AUTISTIC CHILDREN

Invegator(s):Magda( ,impbell,M.D.,AssociateProfessor,Director,Children's Psychopharrnacology Unit, Medical Center, New York University, 550 First Ave nue, New York, New York 10016. Purpose: To construct a descriptive profile-and delineate subgroups of autistic children. Subjects: 105 autistic children, ages 18 months to 7 years; and 16 nonautistic siblings, ages 7 months to 16 years, who served as controls. Methods: Information on each subject included the Children's Personal Data Inventory (developed by the Psychopharmacology Branch of the National Institute of Mental Health) and 153 additional items (developed by the Children's Psychopharmacology Unit) concerning detailed pre- and perinatal history and family history of mental illness. Findings: The mean age of subjects was 3.95 years with a standard deviation of 12.21 months. The mean age of siblings was 6.33 years with a standard deviation of 47.9 months. Eighteen percent of the subjects were the only child, 26 percent were firstborn, 19.8 percent were middle born, and 35.3 percent were last born. Mothers' mean age was 30.95 years. 1.ifty-fourpercent of the subjects had a family history of nonpsychotic psychiatric disturbances, and 32.4 percent had a history of schizophrenia. Seventy-one percent of the subjects had complications of pregnancy and/or neonatal course, and only 49 percent of the siblings had the same, Bleeding in thefirst 6 months of pregnancy was a most significant finding in the autistic group: 13.2 percent in the autistic males, 12.5 percent in the autistic females, and only 4.8 percent in male nonautistic siblings. Seventy percent of the autistic subjects and 20 percent of the nonautistic siblings were ambidextrous. Duration: April 1976-completed. Cooperating group(s): Psychopharmacology Branch; National Institute of Mental Health; Health Services and Mental Health Administration; Public Health Service; U.S. Depart- ment of Heath, Education, and Welfare.

101 1U, 39- JE ti is PERI-, AND NEONATAL FACTORS AND EARLYINFANTILE AUTISM

ito,c,ti:.yitortsi: Jo-Anne K. Finegan, M.A., Graduate Student,Departmentf Psychology, :niversity, Downsview, Ornailo, Canada. Purpose;a investigate the obstetrical histories of autistic ',1ren. Subjects: 21 male and 6 female autistic children, whowei diagnosed as having early in- and who mei several descriptive criteria; and 16nonautistic sibling7011(1-01 q1111ee1S. Onset of autism in autistic subjects was prior to 30 months of age. Methods: ThL. ohstei, 'cal events of the 27 autistic subjectswere compared to the rate of events in the general population. Obstetrical events of 16 autisticsubjects were compared to the rate of events in 16 sil hag controls. Therate of events for the 16 controls was also compared with the general population data. Mothers'reports of obstetrical events were excluded from the analysis. General populationdata were derived from the Ontario Perinatal Moi tidily Study and front the CollaborativePerinatal Study of the National institute of Neurological Diseases and Stroke. Findings: The comparison of the rate ofevents between the 27 autistic subjects and the general population yielded a significantly highrate of breech births, use of forceps to head in breech births, low birthweight, high birthweight,primary apnea, low Apgar scores, haemolytic disease, elevated serum bilirubin, and RespiratoryDistress Syndrome in the autistic subjects. Duration: 1975-completed. Publications: Information is available front the investigator,

39-JE-6 IDIOT SAVANT CAPABILITIES OF AUTISTIC -TYPECHILDREN

investigator(s): Bernard Rimland, Ph.D., Director, Institutefor Child Behavior Research, 4758 Edgeware Road, San Diego, California 92116 Purpose: To study the nature and extent of special mentalabilities in autistic-type children. Subjects: 291 autistic children who were reportedto have idiot savant characteristics. '1ethods: Case histories were selected from the filesof the Institute for Child Behavior Research, which contain approximately 5,400case histories of autistic or autistic-type children front around the world. The fileswere searched for children who were reported to e idiot savant characteristics, and approximately 560 (10 percent) suchchildren were identified_ Questionnaires were sent to theparents of 291 of these children asking the age at which the savant characteristics began, the peakage, any stimulus that may have first aroused the child's interest, and any history of thesame abilities in the family's history. Findings: Based on 119 cases for which informationis available, the boy/girl ratio of three io one is approximately the same as that for the total populationof autistic children. The abilities most commonly reportedarc:music, memory, mathematics, and calendar ealt.ulation. Those appear to he Intoly right hemispherefunctions. Duration: January 1977 - September 1977. Publications: A paper will be published in Proceedings of the 1977 Kittay Sc2 /fn. !talon Cnna'rene on Cognition and MentalDefect (to be published by Plenum Press. 1978).

102 39-1E-7 A SYSTEMATIC STUDY OF THE GENERALIZATION EFFECTS OF AMERICAN SIGN LANGUAGE (ASL) TRAINING WITH LOW-VERBAL (AUTISTIC) CHILDREN

Investigator(s): Frederica Conrad, Ph.D., Assistant Professor of Medical Psychology in Residence; Danita Sorenson, M.A., Speech Pathologist; and Delmont C. Morrison, Ph.D., Professor of Medical Psychology, Langley Porter Neuropsychiatric Institute, Medical Center, University of California, 401 Parnassus Avenue, San Francisco, California 94143. Purpose: To evaluate the generalizability (I) of operantly trained expressive ASL to novel referents, and (2) of expressive to receptive gestural language in autistic children. Subjects: Two children, ages (8 and 10, with very low verbal receptive and expressive skills, who are emotionally disturbed as measured by Ruttenberget al.(1966). Methods: Subjects were given ASL training without the simultaneous communication technique in an attempt to control for modeling and training in verbal receptive skills. They were then tested for ASL generalization and verbal receptive'and expressive generalization. Pre- and posttest measures included the Peabody Picture Vocabulary Test, Stanford-Binet Picture Vocabulary Subtest, and Response to Moods and Emotions Pic- tures (Teoter, 1970). Findings:Both subjects acquired signs. Within-category and numbers generalization watt observed, although there was no generalization to improved receptive and expressive verbal skills. Without verbal input, there was no expressive to receptive use of sign language. No creative use of ASL was found. Duration:April 1977-continuing. Publications:A paper presented at the Western Psychological Association Meeting, 1977.

39-.1E-8 A CRITICAL EVALUATION OF SIX DIAGNOSTIC SCALES OF CHILDHOOD PSYCHOSIS

Investigator(s): Joseph B. Greene, M.D., Assistant Professor in Residence and Acting Director,InpatientDepartment;andDelmontC.Morrison,Ph.D.,Associate Psychologist, Child and Adolescent Service, Langley Porter Neuropsychiatric Institute, MedicalCenter,University of California,401Parnassus Avenue, SanFrancisco, California 94143. Purpose: To establish a reliable and valid scale of childhood psychosis through critical evaluation of previously established diagnostic scales of childhood psychosis. Methods: Using the same criteria that is used to evaluate psychological measurement, the research of Rimland, DeMeyer,et al.,Ruttenberg, Lotter, the British Working Party Scale, and Polan and Spencer was evaluated.Reliability was defined and acceptable statistical procedures for its establishment were discussed. Predictive, content, and construct validity were defined with examples given to apply each concept to measures of childhood psychosis. Findings:The establishment of construct validityis most important and has been au- tempted mainly by Rimland and DeMeyeret al.In both cases correlations between the scales and significant independent measures have been low. Cross- validation and the replication of the results of early studies are almost non-existent. The developers of these scales have used a diagnostic category approach in developing the scale. An alternative approach, using a developmental deviation approach, is proposed. Duration:September1976-June 1977.

103 39-JG-1 FAMILY CHANGE PROJECT

Investigator(s): Steven Friedman, Ph.D., AssociateProfessor/Research Scientist, Box 512; and Bennett I. Tittler, Ph.D., AssistantProfessor, Box 158, John F. KennedyCenter, George Peabody College for Teachers, Nashville,Tennessee 37203. Purpose: To develop a system ofmeasurement therapeutically sensitive to change, in individual families; to assess change followingan ecological intervention program directed at families having a child identified as emotionally disturbed; and to obtain informationon the relationship of family change and changein the identified child. Subjects: 20 multiproblem families varyingin number of parents, number of siblings,sex of identified child, and socioeconomicbackground. MI families havea child enrolled in Cumberland house School,a residential treatment center for children identifiedas emotionally disturbed. Methods: Multiple indices of family interaction(self-report, projective technique, and observational) are obtained at the time ofthe child's enrollment in the residentialprogram and at the termination of theprogram (6 to 8 months following enrollment). In addition, some families are also observed ata point in the middle of- the child's enrollment. A tailoring procedure isused to formulate predictions regardingchange inindividual families. A family's specific set of predictionsare derived from a clinical assessment of areasof discordanceinthefamily'sinteraction.Several criterion measures (e.g., achievement test scores, therapist rating offamily improvement) will be relatedto changes on the experimental measures. Family interactionsessions are videotaped and coded for various process (e.g., talking time,interruptions) and content (e.g., acknowledgement) variables, Duration: September 1.974- continuing. Cooperating group(s): (I) National Instituteof Health Biomedical Sciences Support Division; National Institute of ChildHealth and Human Development; NationalInstitutes of Health., Public Health Service; U. S.Department of Health, Education, and Welfare. (2) State of Tennessee, Department of MentalHealth (ESEA Title I). Publications: (I) Tittler, B. I.; Friedman, S.;and Klopper, E. A system for tailoring change measures to the individual family. FamilyProcess (in press). (2) Burns, K. and Friedman, S, In support of families understress: A community based approach. Family CHordinator, 1976, 26, 41-46. (3) Friedman,S.; Rogers, P. P.; and Gettys, J. ProjectRe- Ed: Increase in self-esteem as measured bythe Coopersmith Inventory. Perceptual and Motor Skills, 1975, 40, 165-166.

J11-1 AN OUTCOME STUDY OF THE DAYTREATMENT UNIT IN A PRIVATE PSYCHIATRIC FACILITY

Investigator(s): HjordisG.Ohberg,Ph.D.,Psychologist;Linda M.Day,M.S., Psychologist and Doctoral Intern; John C.Collins, M.S., Caseworker; Iran Fahrny,M.S., School Consultant; and Barbara Welliver,M.S.W., Social Worker, Children's Service Center, Luzerne-Wyoming County Mental HealthCenter SI,103 South Main Street, Wilkes.Barre, Pennsylvania 18701. Purpose: To investigate longitudinallysymptom removal among identifiablegroups of children attending a day treatment unitover a 10-year period. Subjects: Phase 1: 20 male and 10 femalestudents, ages 3 to 18, randomly selected froma population of 189 children who attend daytreatment for 1 month or more during 1968- 1974. Average age, 9.3; average IQ, 93;average length of stay, 11 months. Phase II: Study is in progress.

104

1 ) Methods: The study is being conducted in two phases: Phase I, a retrospective study of 1968-1974 with pilot follow-up; Phase II, an experimental study. Phase I was an initial exploratory study of the Day Treatment Unit of the children's Service Center of Wyoming Valley. Data from past records included age, IQ, birth order, number of developmental difficulties and presenting problems, time between application and admission, length of stay,andnumber on .medication.Certainfamilyvariableswerealsoincluded. Correlational analyses were made to determine the relationships of these characteristics tinder each of the following conditions:sex,application status,medication status, discharge status, and family status. The pilot study included a follow-up of 10 of the 30 subjects who were included in a single urban school district. School counselors completed Quay-Peterson Behavior Checklists which were compared with the same checklist prepared by the child's parepts during a personal interview with a research assistant. The -child was interviewed by the same assistant, who solicited the child's view as to the helpfulness of the day treatment experience. Findings: The study was limited by the size of the sample. Variables which surfaced consistently are those of age at admission, number of developmental difficulties, family size, and length of stay. Time between application and admission and numbers of presenting problems also appear to be important variables. The pilot follow-up study was instructive in indicating direction for Phase 11 and in pointing up the importance of data collection from parent, teacher, and child. However, because of the size of the sample and missing data, results were inconclusive. Duration: 1974 -1981. Cooperating group(s): Wilkes-Barre Schools, Special Education Director and Guidance Staff. Publications : 'r\ mimeographed report isvailable from the investigators.

39,1H-2 A COMPARISON OF HALOPERIDOL AND BEHAVIOR THERAPY AND THE INTERACTION OF BOTH IN SCHIZOPHRENIC CHILDREN

Investigator(s): Magda Campbell, M.D., Associate Professor of Psychiatry and Director; andLowellT.Anderson,Ph.D.,AssistantProfessorofPsychiatry_ , Children's Nychopharmacology Unit, Medical Center, New York University, 550 First Avenue, New York, New York 10016. Purpose: To establish whether haloperidol, placebo, behavior therapy, or a combination of drug and behavior therapy is more effective in the treatment of autistic children. Subjects: 40 preschool-age autistic boys and girls. Methods: Experimental and-control groups were rated in a double_ blind study. Multiple independentraters and multiplescaleswere used.Performance measures included Children's Personal Data Inventory, Children's Symptom History, Children's Psychiatric Rating Scale, Clinical Global Impressions, Dosage Record and Treatment Emergent Symptoms, Children's Diagnostic Scale, Children's Diagnostic Classification,Patient TerminationRecord,Children'sBehaviorInventory_, and Conners Parent Teacher Questionnaire. Data were analyzed by the George Washington University Biometric Laboratory. Duration: September I975-June 1977. Cooperating group(s):(1) Psychopharmacology Branch; National institute of Mental Health; Health Services and Mental Health Administration; Public Health Service; U. S. Department of Health, Education, and Welfare. (2) New York State Psychiatric Institute.

I05 39-JH-3 A CONTROLLED STUDY OF LITHIUM CARBONATE,CHLORPROMAZINE. AND HALOPERIDOL IN SEVERELY DISTURBED CHILDREN,AGES 6 TO 12

Investigator(s): Magda Campbell, M.D., Associate Professorof PsyChiatry and Director; and Baron Shopsin, M.D., Associate Professorof Psychiatry, Children's Psychophar- macology Unit, Medical Center, New York University,550 Fiist Avenue, New York, New York 10016. Purpose: To establish which of three drugs(lithium carbonate, chlorpromazine,or haloperidol) is most effectivin reducing aggressiveness,hyperactivity, and explosiveness. Subjects: 30 boys and girls, ages 6 to 12, witha behavior profile of aggressiveness, hyperactivity, and explosive affect, irrespective ofdiagnosis and intellectual functioning. Methods: Experimental and control'groups were rated in, a double blind study. Multiple independentraters and multiple scalps were used.Performance measures included Children's Personal Data Inventory, Children'sSymptom History, Children's Psychiatric Rating Scale, Clinical Global Impressions,Dosage Record and Treatment Emergent Symptoms, Children's Diagnostic Scale, Children'sDiagnostic Classification, Patient TerminationRetard,Children'sBehaviorInventory,and Conners Parent-Teacher Questionnaire. Data were analyzed by the GeorgeWashington University Biometric Laboratory. Duration: September 1976-December 1977. Cooperating group(s): Psychopharmacology Branch;National Institute of Mental Health; Health Services and Mental Health Administration;Public Health Service; U. S. Depart- ment of Health, Education, and Welfare. Publications:Archives of GeneraliPsychiatrAmerican Journal of Psychiatr

JH-4 A STUDY OF DRUG EFFECTS WITH AUTISTICCHILDREN

Investigator(s) : Suzanne I), Hill. Ph.D., PsychologicalConsultant, and Barbara Brothers, NW., Child -velopment Center, Southeast Louisiana Hospital,Mandeville, Louisiana 70448. Purpose: To.terminc the effect of a drug regimeas treatment for autistic children. Subjects: Three autistic children,ages 7 to 12. Method~: Children are observed in the classroom duringtraining on verbal and nonverbal tasks. One nonverbal and one verbal taskare well-practiced ones; the other of each set is relatively new, Behavioral and learningresponses are observed. Findings: Data for two children indicate that neithershowed differences in learning asa function of drugs. Verbal and nonverbal behaviors improveddifferentially with drugs. Duration: October 1975-eontinning.

39-JH:5 THE EFFECTS OF METHYLPHENIDATE ONLEARNING

Investigator(s):HerbertE.Ric,Ph.D.,Professor,Department of Psychology and Pediatrics, Ohio State University, Columbus, Ohio 43205. Purpose:.To gather evidence regarding the long-term effectson achievement of stimulant medication, particularly ritalin.

Subjects: NO elementary school children (3to 1 boy -to -girl ratio), who were referred for learningandbehavioral disabilities.

106 11, Methods: A double blind, cross-over design was used with a placebo in lieu of medication in the control group. A behavior rating scale, a positive responsivity scale, and an experimental laboratory de*gn measuring effects of short- and long-term learning were developed. Data were analyzed using factor analysis, analysis of variance, covariance, and multiple regression equations treatments. Findings:Stimulantmedicationdecreasesmaladaptivebehaviors, increasesschool productivity,increases readingskillinthe shortrun,has no effect on long-term

achievement, reduces positive affect arousal, and renders the child less sociable but more . tolerable.socially. Duration: October 1972-completed. Cooperating group(s): (1) Ohio Department of Mental Health and Retardation. (2) Upper Arlingto\n Schools. Publications: ( I) Rie, H. E.; Rie, E. D.; and Stewart, S. Effects of methylphenidate on underachieving children.Journal of Consulting and Clinical Psychology,1976, 44(2), 250- 260. (2) Rie, H. E.; Rie, E. D.; Stewart, S.; and Ambdel, J. P. Effects of ritalin on underachieving children: A replication.American Journal of Orthopsychiatry,April 1976, 46(2).

39,1H-6 ATTENTIONAL BEHAVIOR AND;DRUGS IN HYPERACTIVE CHILDREN

Investi a ): Richard J. Schain, M.D., Professor, Department of Pediatrics, Division of PediatricNeurology, School of Medicine,UniversityofCalifornia,LosAngeles, California 90024. Purpose: To delineate aspects of attentional problems of hyperactive children; and to imestigate the clinical utility of tests of attentional behavior in assessing the response of hyperactive children to a central stimulant drug. Subjects: 48 children, ages 7 to10,referred for problems relating to hyperactivity., Children with overt neurological handicaps,' mental retardation, blindness, or deafness were .excluded. Methods: Aspects of' the study included prediction, from attentional measures, of drug responseand thefeasibilityofmonitoringdosage withattentional measures. Met hylphenidate was started as a single morning dose o approximately 0.2 mg/kg. At the end of 2 weeks, a Global Improvement Scale'and Con ers Abbreviated Rating Scale was completed by parents and teachers. Dosage, was increased as clinfcally indicated. Every 2 weeks, ratings are obtained and dosage further increased as necessary. Dosage levels of 0.2, OA and 0.S mg/kg have been utilized. The attention tests include the Children's Checking Task (CCT), Matching Familiar Figures Test (MEET), Porteus Maze Test,, and Children's Embedded Figures Test. Findings: While performance on the attention tests improved with drug treatment, the CC I and MITT seem to be- exceptioually sensitive and thus particularly appropriate for e%altiatine. the effect of methylphenidae treatment on hyperactive children. The data are based on limited analysis of a smaller number of children. Duration: September 1976-continuing. Cooperating group(s): U. S. Department of Health, Education, and Welfare, Publications: Schain, R.J. and Reynard, C. LObservations on effects of a central stimulant drug (methvlphenidate) in children with hyperactive behavior. Pediat 1975, 55, 709-716.

107 Juv nile Delinquency

39-KD-1 THE KVARACEUS DELINQUENCY (KD) PRONENESS SCALEAS AN INDEX OF DELINQUENCY WITHIN A DELINQUENT POPULATION

Investigator(s): Robert Heintzelman, Director, Educationand Research: and Leo Herr- man, Psychologist, Youth Center at Topeka, 1440 N.W. HighwayK -172, Topeka, Kansas 66608. Purpose: To comparecom parr scores can the K D Scale to measures of delinquency usedat Youth ('enter ;it Topeka. SuOjeos: 165 (miles ages 13,5 to IS (70.3percent white, 23.6 percent black, 6.! percent American Indian), all adjudicated delinquent bya juvenile court. Methods: Since the KD Scale has not been shownto serve well as a .predictor of delinquency, it was felt that it might be a sensitive index ofdelinquent attitudes vith:n a delinquent population. The Scalewas administered to the entire population of the Youth eiNer Topeka. Analysis of variance was used to determine whetherKD scores varied significantly when compared in the samemanner as youth Lerner criteria, type of cottage, and level of achieNement. A follow-upwas done with 30 subjects to sec if scores changed drastically from first entering 10 p.m prior to leaving thecenter. Hndinf.zs: ),peof cottage Wit',signilicantlyrelated, tothe KD scores,buttlevel of achievement not. pre- and indicated significant score change during time spent at die center. Duration: Nlas 1076-Ntav 1977. 1`tthl cations: Intoi indium Is ,tsatl.thle frcttn the imestigato:s.

39=RD-2 DRUG AND ALCOHOL ACTIVATED ELECTROENCEPHALOGRAPH1CSTUDIES IN CRIMINOLOGICAL BEHAVIOR

Imestigatort rge N, Thompson, M.D., :\sso:iiiii Clinical Profe University of California, 201( Vilshire 13oulevard, Suite 607, Los Aiweles,California 90057. Purpose: I o correlate abnormal behavior with c oercephalographic abnormalities aok ated by drugs and alcohol. :.,u1kjeeis: 7,0 jtpeniles, ages 10 10 IS,1.1'0111 private practice and conrt retort- a!cases: Lind a similar group 01 juveniles its controls. Methods;1 he research consists of eleetroeucephi;loffaphit studiesof individuals 7harged with arams crimes. Findings; Data indicate .0 significant correlation be en and di, urbed behavior. Dural un: \pril 19'6 Alm' 1978

39,KH-1 DRUG REPORTING PROGRAM

linestigtdorts):S. li.Sells,P11.1)., Research Professor and 1)ireetor; and Dwayne Simpson, Ph.D., Associate Professor, Institute of BehavioralResearch, lexas Christian I:nwersity, Fort Worth,I evas 76129. Purpose: l o study the outconki cffecriveness of drug al,usctreatment for the yowl subsample 01 the National Institute on 1')-. lug Abuse study. subjects: 5.405 patients 'rout the Drug AbuseReporting Prol'ratn (1)AI I') master research

IOS file, age 19' or younger, .black or white, who were receivingtreatment from one of 52 agencies for drug addiction. Methods: Data included age at admission, sex, race, employment, productive activities, illegalsupport,arrests,pretreatment drug use,and type of treatment(outpatient methadone maintenance, therapeutic community, outpatient drug free, detoxification). Comparisons were made of type of treatment, drug use, and follow-up data by age,sex, and race. Findings: See Publications below, Duration: 1976-completed. Publications: Sells, S. B. and Simpson, D. 13.Evaluation ofe tment for y inthe Drug Abuse ReportingProkrum (DARP). Fort Worth, Texas: Institute of Behave ral RdSearch, Report No. 77-9, April 1977 (Prepared for the Youth PolydrugDemonstration PrOject, Polydrug Research Center, Bala-Cynwyd, Pennsylvania

39-1C1 -1 DELINQUENCY PATTERNS IN MALTREATED CHILDREN AND SIBLINGS

Investigator(s): John W. Reich, Ph.D., Associate Professor, Department of Psychology, Arizona State University, Tempe, Arizona 85281; and F. C., Bolton, Jr, Ph.D., Director, Human Resource Services; and Sara E. Outierres, Comprehensive Emergency Services Coordinator, Arizona Community Development for Abuse and Neglect,1400 West Washington, Phoenix, Arizona 85007. Purpose: To analyze the relationship between dysfunctional family rearing practices and a juvenile's subsequent patterns of entry into the juvenile justice system. sullects: 774 girls and boys identified by juvenile court records as juvenile offenders, who were also referred to the Arizona State Department of economic Security for child abuse. A control sample of" 900 reported juvenile offenders were randomly selected from the Maricopa County Juvenile Court Center records. Methods: From a modeling perspective it was hypothesized that siblings of abused children would he more likely to commit aggressive crimes, while he abused children themselves would be more likely to commit escapist offense!l. In the experimental sample, the child reported for abuse was the name of interest and brothers and sisters were siblings. In the control sample, the first name to appear in the records was the name of interest and brothers and sisters appearing in ihe records were siblings. Basic data of the studywere reported crimes. Crimes were categorized into 57 types. Three crime types were categorized 'escape," and eight were categorized "aggressive." Frequency of` each crime by each subject was tallied and resulting frequen cies for each of the four conditions represented basic units of analysis. The conditions included abused-experimental, sibling-experimental, primary-control, sibling-control. Data were analyzed by a three-way chi- square following the Sutcliffe procedure for higher order analyses. Factors were experimental vs. control, abused/primary vs. sibling, and escape vs. aggressive crimes. Unit of analysiswas type of clinic. Because of noninclependence of the data (some subjects were reported for more than one crime), a second analysis was performed counting one crime for each subject, with the individual as the basic unit of analysis. Resulting proportions were nearly identicalto those of the initial analysis. Findings: Abused children tended to have a very low frequency of aggressive crimes (7.8 percent) compared with their siblings (17.2 percent). Abused childrenwere reported for escape crimes (92,2 percent) at a higher rate than their siblings (82.2 percent), and at a higher rat.-: than both groups of control subjects (76.5 per:ent, primary; 69.4percent, siblings)`, Duration: Nos emb1976-tomplei

1 39-KK-1 DELINQUENCY PREVENTION THROUGH FOSTER PARENTTRAINING

Investigator(s):` John Burchard,Ph.D.,Professor;and HaroldLeitenberg,Ph.D., Professor, Department. of Psychology, Universityof Vermont, Burlington, Vermont 05401. Purpose: To provide behavioral and communication skills trainingfor foster parents of unmanageable and predelinquent children; and to determine whetherselected trained foster parents can in turn train other foster parents. Subjects: 81 foster parents over the last 3 _fears, approximately equalnumbers of males and females. Methods: Pre- and posttest measures are administeredto foster parent trainees and control lostecparents participating in t!16-week training program. A comparison is also being made of people trained by professional staff and people trainedby selected foster parent graduates of the program. Duration: 1974-1979. Cooperating group(s): (I) Crime and Delinquency Branch; NationalInstitute of Mental Health; Health Services and Mental Health Administration; PublicHealth Service; U. S. Department of Health, Education, and Welfare. (2) VermontDepartment of Social ReLabili tat ion SerVices. Publications: A paint- presented at the American PsychologicalAssociation, Washington, D.C., 1976: Children's'Ndjustment in foster homes unnparedto alternative placements. Corrections

39-KR-1 FACTORS EFFECTING ADJUSTMENT TO PROGRAMAND RECIDIVISM IN A COMMUNITY DAY TREATMENT PROGRAM

investigator(s): Martin Kohn, Ph.D., Director of Research;and Martin Koretzky, Ph.D., Research Psychologist, Jewish Board of Guardians, 120 West57th Street, New York, New York 10019, Purpose: To evaluate the effectiveness of day treatmenton seriously delinquent male and female juvenile offenders; and to determine factors that influencethis process. Subjects: To date, 51 seriously delinquent adolescents- whowere admitted to one of two day treatment facilities of the Jewish Board of Guardians, thePho,nix School for Boys, or the Montague School for Girls. Methods: The study is part of a continuing evaluation, Variousprocedures are being pilot Cored to assess the youths at major points in theprogram: at intake, during the program,-,,s at discharge, and at a follow-up. The range of data collectedcovers demographic variables, court involvement, academic functioning, adjustment to theprogram, benefits (if any) derived from the program, and postdischarge functioning. Findings; Preliminary findings are available on the Phoenix Schoolfor Boys. Pre-Phoenix School variablespredictive of better program adjustment included higher IQand achievement level and families that were not intact. In-program adjustmentwas better for youths with more interest and supervision intheir home situation. Youths with higher sociometric status, better attendance, and higher overall adjustmentratings were seen by staff as better adjusted and likely to do better in the future.Lower recidivism, after Phoenix School was most highly associated with high sociomctricstatus and good at-

. tendance while in the program.

1 10 Duration: September 1975-continuing. Cooperating group(s): New York Family_Court. Publications: (I) Kohn, Martin and Koretzky, Martin. Factors effecting adjustment to progra-m and recidivism in a community day treatment program (in preparation). (2) Kohn. Martin; Henrichsen, B.; and Galligao, C. The Phoenix School of the Jewish Board of Guardians: A community day treatment facility. Mimeo, 1975. (3) Kohn, Martin. The Phoenix School of the Jewish Board of Guardians: Population characteristics, program utilization and program effectiveness. December 1974.

39-KR-2 AN EVALUATION OF TREATMENT STRATEGIES AT THE ILLINOIS YOUTH CENTER-GENVA

Investigator(s): Theodore N. Ferdinand, Ph.D., Professor, Department of Sociology, Northern Illinois University, DeKalb, Illinois 60115. Purpose: To assess the impact of the Illinois Youth Center-Geneva on the girls sent there; and to dvferrnine whether the impact of the institution on the girls relates to their ad- 'tustment to the community when paroled. Subjects: 234 girls, ages 13 to 18, who were receive the Illinois Youth Center-Geneva between March 1972 and October 1974. tvlcthods Questionnaires were administered to nothe staff and the residents at regular intervals. Change in the attitudes of residents was a sesseci and related to relationships with the staff. Evaluations of each girl were completed every 3.months after parole by her parole agent. Data were analyzed using factor analysis and canonical analysis. Findings: The personality Patterns exhibited by the girls at the Illinois Y uth Center- Geneva closely parallel those found by,-Warren in California. Duration: March I 972-September 1977. Cooperating group(s): (1) Illinois DepartrrAent of Corrections. (2) Illinois Law Enforcement Commission. Publications: Information is available from the investigator.

39-KS-1 TREATMENT ASPECTS OF FAMILIES WITH SCH1ZOPHRENIGETIC CHILDREN

Investigator(s): Hans A. filing, Ph.D., Staff Member, Parole Outpatient Clinic, Depart, men I of Corrections, State of California, 107 South Broadway, Room 3144, Los Angeles, Cali fornia 90012. Ptirpoise: To compare treatment results of families with children of mixed psychopathology to families with schizophrenogenic children. Subjects: 14 patients, ages 19 to 45, of both sexes. Methods: Selective summaries were made of individual and group psychotherapy for both groups and a control group. Notes taken during or after and at individual meetings were compared. All children. were tested, and schioplrenOgenie childrenwere interviewed. ( Duration: February 1977-January 1978.

1 THE CHILD IN THE FAMILY Family Relations

39-LA-1 INTERACTION PATTERNS OF PARENT-CHILD DYADS IN PLAY SITUATIONS

Investigator(s): James- F. Alexander, Ph.D., Associate Professor; andRuth L. Ault, Ph.D., Assistant Professor, Department Of Psychology, University of Utah, SaltLake ,City, Utah 84112. Purpose: To investigate patterns of parent-child interactions interms of how each person's behavior functions to maintain, change, or terminatean interaction sequence. Subjects: Nine girls and 10 boys of preschool age, each withone parent recruited from a university psychology course. Methods: Each dyad was taken into a room with two chairs,a number of attractive toys on, a shelf, and three moderately unattractive toys on a table, Parents were instructed to help their child select one of the three toys from the table and play only withitfor the jun- specified) duration of the session. Each entire sessionwas videotaped. The three foci of attention were identified as toy selected, other toys, and other objects/people inthe room. Eichavior was coded in terms of maintaining or changing the dyad's mutual focus. Sex of parent, sex of child, and toy chosen were covariates in the analysis. Duration: February 1976-December 1977. Cooperating group(s): Biomedical Sciences Support Grant, University Of Utah.

39-LA-2 THE EFFECTIVENESS OF BRIEF THERAPY WITH FAMILIES

Investigator(s):Patricia A. Thompson-Heisser, Ph.D., Senior Staff Psychologist; and Karen Sabovich, M.A., Research Assistant, Thalians ComrnunityNentalHealth Center, Cedars-Sinai Medical Center, 8730 Alden Drive, Los Angeles, California 90048. Purpose: To develop an effective way of evaluating a new brieftreatment and diagnostic

program within a clinic; and to examine parents' perception cif change, , Subjects: 35 families randomly selected,' who wereseen in treatment atfrfie clinic. (Last date of contact, March 1976.) Mothers were interviewed by telephone., Methods: Multiple regression analysis was done on a 53-item questionnaire thatfocused on client satisfaction and change in identified patient and family members individually. In addition, an analysis was done on a 5-item Interviewee Rating Scale developedby Zanwil Sperber, Ph.D. A total of 2,070 analyses were thine. Findings: Although the presenting problem with the identified patient remained thesame, parents rePoried improvement in coping with familial problems. Most parents reported change in other family members. Duration: October 1974-continuing. Publications: A tcAnieal report is available from the investi

113 39-LA-3 A DEVELOPMENTAL INVESTIGATION OF THE CHILD'S UNDERSTANDING OF SOCIAL RULES IN'FANDLY INTERACTION

Investigator(s);SallyRyan, Ph.D., AssistantProfessor, Department of Psychology, Catholic University of America, Washington, D.C. 20064. Purpose; To 4.issess the differences in children's and adults' understanding of familialrules and the reasons for such rules. Subjects: 96 middle class boys and girls, ages 6, 9, and 14. Methods; Three interview studies are being conducted: (1)an interview with children about rules they have for dealing with parents or friends, (2)an interview with parents about rules given to children and the reasons given for rules, and (3)an interview With children about parents' rules and parents' reasons for rules. Chi-square analysesare being used to analyse ta. Duration; September 1976-June 1978. Cooperating group(s): Office of Child Development; Office of Human Development;U. S. Dcpaitnient of Health, Education, and Welfare.

39-LA-4 WORLDWIDE STUDY OF PARENTAL ACCEPTANCE-REJECTION THEORY

Investi r(s):Ronald P. Rohner,Ph.D.,Professor;andEvelynC. Rohner, Ph,D.Psych., Assistant Professor-in-Residence, Department of Anthropi,logy,University of Connecticut, Storrs, Connecticut 06268. Purpose: To test, edit, and refine Rohner's parental acceptance/rejection theory;more specifically, to determine whether humans everywhere respond uniformlyto the wiih- (Wawal of parental warmth and affection, and whether similar psychological, social,and environmental conditions induce parents from different cultures and societiesto behave in parallel ways toward their children. Subjects: Tsso worldwide; samples of 101 and 186 societies, including intraculturalcom- munity' studies in Newfoundland, Puerto Rico, Mexico, andWashington, D. C. Families and their children, ages 3 through adolescence, are included in the sample. Methods: A universalist approach isused which includes (I) the cross-cultural survey method, (2) intracultural community studies, and -(3) psychological researchwithin the UnitedStates.Self-reportquestionnaires,fieldschedules,interviewschedules,and behavior observations are used within these methodologies whereappropriate. Findings: Parental rejectionisassociated the world over with behavioral/personality dispositions: aggression or problems with the ,management of hostility and aggression, dependence, self-esteem, self-adequacy, emotional responsiveness, emotional instability, and negative world view. Duration: 1960-continuing. Cooperating group(s):Boys Tow nCenter forthe Study of )outh Development, Washington, D. C. Publications: They love methey love me not: A worldwide study of the effects of l?ttrerltnI rejection and acceptance.New Haven: HRAF Press, 1975. 311-LA-5 FAMILY VIOLENCE RESEARCH PROGRAM

Investigar(s): Murray A, Straus, Ph.D., Professor,Department of Sociology, Udiversity New Hampshire, Durham, New Hampshire03824; Richard J. Gelles, 1Sh.D., Assistant professor. Department of Sociology, Universityof Rhode Island, Kingston, Rhode Island 02881; and Suzanne K. Steinmetz, Ph.D"Assistant Professor, Department of Family Studies, University of Delaware, Newark, Delaware19711. Purpose: To increase understanding of thecauses and 'consequences of physical violende between members of the same family, includinghusbandwife violence,parent-child violence, and sibling-sibling violence. Subjects: Samples vary from study to study. Samplesizes ranged from 80 to 2,500. People of all ages, sex, and socioeconomic status havebeen used. Methods: The different research projectsmake use of a variety of methods and data analyses and include theoretical analyses. Casestudies, sample surveys, laboratoryex- periments, and content analyses of historical data haveall been used. Mode of statistical analysis depends on the mime of the data andthe-issue being studied. (See also Research Relating to Children, Bulletin 30, March-August1972, Study p. 94,) Duration: 1970-continuing. Cooperatinggroup(s):National institute on Alcohol Abuse and Alcoholism;Alcohol, Drug Abuse, and Mental Health Administration; PublicHealth Service; U. S. Department eatHealth, Edueat ion, and Welfare. Publications: (1)Straus,M. A. (Ed. ) The social causes of Ji isbanci-t fe vin pre, (2) R J and Straus, M. A. Family experience andpublic support of the death penalty. American Journal of Orthopsychiatry. July1975, 44, 596-613, (3) Steinmetz, S, K, and Straus, M. A (Eds.) Violence in the familr.New York: Harper & Row, 1974. (-I) Genes. R. J. The violent home: seemly of /7/tyska/ a // between bush and wives.Beverly Hills, California: Sage Publications,1974.

39A-6 MATERNAL BEHAVIOR WITH PREMATURE INFANTS

Investigrtt r():Klaus Nlinde, .D., F.R.C,P,(C), Director. Psychiatric Research. Hospital for Sick Children, 555 University Avenue, Toronto,Ontario, Canada MSG 1N8; and C. Comer, Ph.D.: and S. Trehub, Ph.D,, Department ofPsychology, Erindale College, .onverNity of Toronto. Toronto, Ontario,Canada_ Pmpusti To provide descriptive informationon the developmentofaeaVetaking rclatiortslrip between a motherancl her premature infantduring the first 6 months of life. Subjects: 40 premature infants and their mothers. Criteriafor selecting the imams wore: bin Inkcigh t less than 1.501 grains, singleton birth. appropriatefor gestational age; absence of 111Rdeal rnalforniation; and absence of seriousmedical complications at 72 hours of age. All of the subjects' parents spoke English and lived within 15 miles ofthe hospital, Nlethods: Obserearionswere made twice weekly of theI 11(anis alone and with their mothers during nursery visits.in the hospital. Ilchaviors of mothersand infants were cock) quid recorded electronically. Records were also keptof the length and duration of mothers' telephone calls and visits to the %vard. A standard feedingis observed in the 'ionic the first, second, and third month after discharge. Analyses willhe nude of changes in discrete behaviors over tirne across subjects and alsoof the sequenceof interact ion wit Inn subjects. Findings: Mother's initial contact with the infant isbrief and consists primarily of looking. In general, mothers displayed a pattern of adaptationso that visits Mercased in duration and iniensin ofactivity,It was possible to classify indiidualson the basis of levelof these classifications were consistent momtune in Mc hospital, Wet c carried over to

115 the home situation, and were related to maternal attachment variablessuch as frequency and duration of visits a.p&telephone contact. Duration: April 1975-March 1977. Cooperating group(s): OntaricMental Health Foundation. Publications: A paper presented at the biennial meeting of the SoCiety for Researchin Child Development, New Orleans, 1977: Minde, K. et al. Mother-childrelationships in the premature nursery: An observational study.

39 -LA -7 STUDY OF FAMILY LIFE

Investigator(s): Andrew M. Greeley, Ph.D., Program Director; and William C.McCready, Ph.D., Senior Study Director, National Opinion Research Center, Universityof Chicago, 6030 South Ellis Avenue, Chicago, Illinois 60637. Purpose: To survey different aspects of family life in specific ethnicgroups, including family relationships, expectation for different family members, attitudesabout work and school, various aspects of social behavior, and orientations toward andpossible use of alcoholic bevera0s. Subjects: Approximately 1,000 families with at least one child betweenages 12 and 17 from Chicago, MinneapOlis/St. Paul, New York, and Boston. Ethnicgroups included Irish, Italian, Jewish, Swedish, and English. Methods: Subjects were selected using a survey technique knownas random digit dialing, in which all pdssible 3-digit exchanges were combined with 4-digit numbers froma random table of numbers. Families contacted- in thismanner were administered a short screening interview to determine their eligibility. Eligible families who agreedto participate received questionnaires for the selected parent and adolescent.Each respondent received an ex- planatory letter with the questionnaire,a brochure explaining details of the study, a permission form to be signed by the parent giving permission for the adolescentto participate, and two £2.00 bills. The questionnaires foctisedon relationships within the family, expectations from family members, how certain feelings and behaviorare passed from parent to child, attitudes toward alcohol use, and how respondents feel about work and/or school. Duration: October 1976-October 1978. Cooperating group(s): National Institute of Alcohol Abuse and Alcoholism;Alcohol, Drug Abuse, and Mental Health Administration; Public Health Service; U. S. Departmentof Health, Education, and Welfare.

39- _A-8 FATHERS' MASCULINITY AND DAUGHTERS' COGNITIVE DEVELOPMENT

Investigator(s): David B: Lynn, Ph.D., Professor, Department of Applied ,Behavioral Science, University of California, Davis, California 95616; and Martha C. Austin,Ph.D., Professor and Lecturer, Department of Family and Consumer Studies, Universityof Guelph, Guelph, Ontario, Canada. Purpose: To study videotaped observations of the interaction of fathers and daughtersto test the following hypotheses: (I) fathers who adhere rigidly to traditional definitions of masculinity treat their daughters in a way that elicits coquettish behavior: (2) fatherswho subscribe to flexible definitions of masculinity treat their daughters ina way that elicits task-oriented behavior; and (3) compared with daughters whose fathers subscribeto traditional standards of masculinity, daughiers of fathers with flexible definitionsare cognitively advanced. Subjects: 30 fathers and their 12-year-olddaughters.

116 Method, The investigators will review videotapedobservation sessions of the interaction of fathers and daughters. Criteria of selectionare that subjects are living with both biological parents, that parentsare U. S. citizens, and that parents have at leasta high school education. Fathers will be administeredthe Masculine Role Judgment Scale; daughters will be administered cognitive tasks. Thenfathers and daughters will workon a common task that will be videotaped. Duration: 1976-1977.

39-1.C-1 STRENGTHS AND WEAKNESSES IN BLACKFEMALE HEADED FAMILIES

Investigutor(s): Charles R. Wilkinson, Executive Director; and William O'Connor, Ph.D., Senior Research Associate, GreaterKansas City Mental Health Foundation, 600 East 22nd Street, Kansas City, Missouri 64108. Purpose: To evaluate black female headed familieswith a male adolescent to obtain information regarding socialization and communityparticipation patterns of the mothers, community participation and competence of thesons, and the relationships between the two. Subjects: 101 black adolescent males,ages 16 to 20; and their mothers who have been the sole parent in the family since the son's infancy, Methods: Subjects were chosen froma list obtained from school cumulative records of adolescent males living in female headed families.Interview data were obtained in the ecosystem areas of work, recreation, transit, education, publicagencies, shops, church, finance, health, mental health, legal, social,and home. Information from the mother concerned her socialization practices, satisfaction,perceived effects of racism, availability of community resources, arid communityparticipation in the above areas for all phases of the son's life, in addition to demographicdata. Information from theson concerned his participation, competence, perceived effects ofracism, future plans, level of aspir and demographic data. Cluster analyseswere performed to group subjects in each ..triable and factor analyses were applied to describetrends of behavior. Scattergramswere then employed to determine relationships betweenvariables. Findings: Results suggest that mother's lifestyleand level of participation in thecorn- munity influence her son's own community involvementand competence. Active mothers, who themselves seem to be influenced byavailability of employment, housing, and number of children, appear to have provideda basis for their son's development of social and interpersonal skills. Mother's socialization practices(intrafamilial processes) seem most related to son's academic success, Duration: June 1974-completed. Cooperating group(s): Kansas City, Missouri-SchoolDistrict. Publications: Psychiatric Annals (in press).

39-LC-2 PARENTAL BELIEFS, PRACTICES, AND FAMILYSTRUCTURE: EFFECTS ON THE CHILD'S COGNITIVE DEVELOPMENT

Investigator(s):IrvingE.Sigel,Ph.D., Senior Research 'Psychologist; andAnn V. McU,illicuddv- DeLisi,Ph.D.,AssociateResearchPsychologist, tEducationalTesting Service, Princeton, Ness Jersey 08540; andJames E: Johnson, Ph.D., Assistant Professor, Departmemof Psychology, University of Wisconsin,Madison, Wisconsin 53706.

117 ihirriusr: .1-4) in vest iga r e the interrel atiomsh ips anfmg (of low tug variabl fun nion ly!ale,ch ildspacing, and Ivrea taledt cat Ant and income:(I)parental belief -,ystonsrek-Ative U, the abilities and de vela pment of thin r presc Imo I children, (2)parent al r eaclinv an d rnanilgeinem strategies, and f `,3)thechi id's On ding +-Abilitiessir It r,,:speet to hutl .the ph 3,sicial a old social world. auh eel: I20 intact fatuities of Cher c tG lieswit yinin We nu tuber and ing of children: (1 1 4 0 fa mil -les vAith anonly child, a w 1In:1; (2) th tee = chi ! t 1 Linn I iesinc lid juga in idd le ar,c 3to 4, kk jih(ewer than 3 yea : )aci ict the oldest an d to idd le e hid ; and

3) 40 in fee-chit d fomil ics, also inc 1 tidiny a rind dlecltif tl, zige1 tt 4,but with great "`=1 than 3 it; sp.aeit li-etw,-.:enoldest and widd NO- I artd I111(1 de Chi I.-ker. I are [Inc attic scs w IliirI bothtypes of thr,..!e-child s . C one -half of the t fmnil cswit tineach 1 ype of Lam ly sructurc are from t h i ddlc class z,ind one -ha If fr orn the wo kirag c lass. Dmta col lest i on requires zwo contact se-Tssionswit tina 3 =week pm .odforcite h tanti ly. imenrie w sdedule ha hem de,:dgr,edto ;nal ilt$ Kind-As'z:on stri;dio n of 1, he dove lupi ng child arid parental connItimi4at ion Slfalep !es in teaching ;Hid m anaging th c preschool child. The interview is ad Finn' sieved i ndi-4duall y to hot It panels. Dat ao n parent t-'acl iiiland in ana..gernent behaviors a rc throughob.,,ery anon% if parent-child internctions on two tasks that occur in rasirnetraredlahoratorysetting, Fitch child included i th st I _Myis asses sedwith a bat h.: ry of Piaiget ian-bas ed t ask s designedto evaluatc.:. his /her 1t2ve1 ofopera! ory development and p roh?..einsolving,, a NH!! ies,Four tasks ztreused tea L.-valuatelevels of p hysi cal k nowledge, codthree r ask s are usedto evaluate di ink ingwit h respect to th c so dal world. Data analyses w 'ill be condlicted 0 n ituntidier or levels and MI I tt till,1: anu tube=r rf srmistical Icehnict nes,indutling an alv,:esofV+ii- anc nut tiva riat a nalyses, correla Horns, and multiple correlati ons 1.` iudi figs: Pr elin3ina ry analyses indicate that pa rental beliefs cho how thechi Id develops certain cognitive ezipabilities may be a peitent influence on the parents'straiesiesfor teach ingand nionaging the child.I n a ddit ion, the relationbet AVee 11 parental be havi ors. o lnai netithr ough porent.child observations and ctlikir perfornta ice on the ha ticr7s., of cogni tivetas ksi ndicate that parent distancing behavi ors(Sktel,1970)may' (a vorahlv nonce the d eve' oprren I of think ing in the child Ito nrtatlon .1, A Ligus I1 976-August 1978. (" oop trot ing grotup(i): Center for Po pulotion R - -scorch ; N -Lulu nalIns tilt' to 0 le alt arid Hurnan De-4elry potent; Na tional In slitt.2tesof Ile alth; c -t ; hfiersiiec S, cpa niacin of Heald!, Education, and Wenare, ddi eat i f on-nation is available from IDr.7v1ce.:iil encidy-ltdisi.

C -1ANGES I N PRE SCHOOL CHILDREN.nNO1-11E; RFA ILI ES WI-10 E ErVELT-) IMDIVIDPLIA1 A:74D FAMILY COUNSEJ.INE

vest in Alice- James, M.S. W, Di rect or,Social Services; affil _lean , +V., I'grailDi; Ato 1, Childhood De Alopitent Center11;ino is Chil 's:lurnc rind Aid Socie:y, 3I22 North Dearborn Street, Ch icago, 111irrois60610. Pt rpopse: To iilainlai n an ongoing profes5ion al assessin,ant of changes in children and t heir fa rtilies rvho are receiving counseling and psychotherapy iritheEarly chi Idliond Developm entCenter of theIllinc,ic Ch ildren's Home and Aid Society; to pc cbleto cvrilut4 be fractr,rs r

118 each %var (.11 ildren are mildly,inlerruely, and severely disturbed p -esch (divided ono these c:uegories by a Tecific set rif criteria). Nlealtants: Data are collected using t wo schethiles(inc for the child and one for the parents) tInnigh isineh information relatedto significant area', of tiareming and child functioning is collected. The therapist fills out schedulesit the end of diagnosis and at closing or I-year iitiervals riming trcatmen Reliability of questionnaires will be establishedby statistical n-in hods, and possibly by independ,"it indemenr,1)1.0r:01y, teachei luting sheet was designed to obtain outside evaluative data.However, [milk": of the mild and moderately grub, ,whose problems (lid not show in school, reinsertto have the school know allow contact with the agcn :y for fear the schoolwould pigeon-hole the childas problem. Ihis left the severely distur ocklor the child from disorganised familiesas the only ones 1111 outside assessments, ,a) teacher ratingswere :ibandoned, nara on about 100 cases have been annlyied by hand. Aernn muter progrzun is now being prepared. Data from the total number tf whejnies-, od km) the computer and yearly increments willbe added. Findings: tievorelv diNturbol (psychotic) children(between one-fourth and one-third of the population) have parents whorate eNtrernely low on parenting, protection, and promotion el dcielomuent, but the se parents;can and do change on these and other items, The reality perception of the parents about the problem,the parents' self-esteem, and the degree of motivation for help with the childare the most significant variables for both continuation tort ehange. Paren' caoacitl;to use help and their motivation itr seek help for themselves are nor sigiirieunt. A significant pelcvnt %Oro liavethe capacity to use help are not sof- nciently motivated in terms of the child's needs.There see an I percent accuracy in predicting at intakC fianiliV. will continue. Maranon: I97)- continuing. Cooperating group(s):( Lvanstorl MentalI lealt hfloat d, University of Illinois, Chicago ('ircle, Jane Addams Schoolof Social Work.

rJ -i

lotestigatorts): firestoni, Ph.D., Ps ichologist; and klar] InKelly, Ph.D., Po Doctoral Intern, Psychology Department,Children's Hospital of fasiern Ontario, n 's ntlRoad, Ott ay, t )Mario, C'ariac la K I II SI I. Purpose: hi ascertm t whether teaching the motherto he a therapist for her children lsclias mr problems leads, to t hesame degree of success as training both parents. Subjects: 27 children referred to the Departmentof Psychology of the C'hildren's Itospitat stem Ontario rot- problons hypernet icily, conduct disorder actingout, or :igg,ression, and theirpa tons Niel halls: Fifteen subjects were randomly assignedto either the mother-only or tivol trent training group. An additional 12 subjects, whowere put on a waiting list, acted as con- Nleasnrcs of behavior included Conners TeacherRating Scale filled out by teachers a, id die Peterson-Quay behavior Problem Cheek list filledout by the parents. Treatment lasted approximately 3 months. Ratings ofbehavior were made by teachers andparents before and after treatment and again 4 and8 months following the end oftreatment. Findings: Treatment resulted in significantimprovement in behavior, (trap mothers-only and parent training groups differed significantlyfrom the control group but not from each et her. I hese results indicate that teaching behavioralmanagement to mothers only is as effective as involving both parents in thetreatment. Doraiion: \larch 1976-April 1977

119 39 LGT NEONATAL INTENSIVE CARE UNIT FOLLOW-UP

I tivestigator(s): Charles .1,Alward, NI. D., Assistant 1)irector; hind LI,Kl4ilt, M.I)., [Jiro:tor, Neonatal Intensive Care Uatit, Minneapolis Children 's Health center, Inc., 2525 ( Ineago Avenue, Minneapolis, Minnesota 55,10,1, l'orpose: evaluatet he itiotor and mental development of in hulls cared for inthe Neonatal Intensive Care (Ink (NI( '1I); and 1evaluate die re';.; olhic-d upon the family llv (he intarit's, illness. Subjects: Infants who have been patients iu the N IC11. Aletlunls: !Mains will be seen at ages r, months, I,2, 3, and S Year for evaluation menial/motor development (BayleyI nfont Ikvelopmental Scale,Mental and Motor siihtests), dental development, and family dynamics (family assessnicn I,health history, si(uation, patent-child relationship, attachment). Testing will be done by an ()c- c. [pail)11;Al Iht:utpisl, a cP--1clt( IH..y inter it, ;Hid ;1 1'2(11Hk:1;111; :11111,' tlyi1;1;111c`, %%111 be It sled Via q uestionnaire. 1)tiratiort: .lanuary 1977-continuing.

39-LG -2 THE IMPACT OF A HANDICAPPED CHILD ON THE FAMILY

Investighitor(s): Sam .1.Korn, Ph, D.,Professor,Department of Psychology, Hunter College, City University of New York, 695 Park Avenue, New 'r'ork, New York 10021: and St ella Chess, ..1, D.; and Pauli na Fernandez, PhD., Medical Center, New York University, New York, New York 10003. Purpose: To assesst he impact of ahat idicappcdchild on familyprocesses, and, reciprocally, t he impact of family fact on, on t he care of the child, Subjects: 240 congenit.H ilrhrlla childicn, ages 3 to 6, approximately col ally divided by sex; and their families. Methods: Subjects there h hr \ hewed, and administered I orunal tests, Two groups of 40 subjects each (familif_is with distress vs.families with no distress) were studied in greater dept h. la slicr acI per h;11,11 ty and at-square arutlyse, were used IC) assess data. Findings: Ihe extent and severity of the child's handicap and child hehavior/psychiatrie factors cu= more (many rchoilpli t amity itisirey, than family socialact

Din-anon: I`:' iii i 197h Ione 1977.

39 LC-3 POSTHOSPITALIZATION DaAWINGS OF CHILDREN

invcslightt sh lenung, Ph.D., AssistantDerinfor firad 1 location., College of Nursing, 1t ni versi Kentucky_ , Lexington, Kentucky 40506, Purpose: fo determine ifthere are any di! ercnees in the drawing1; of hospitalized school age hildren whose parents remained with them during hospitalizati n and those whose parents did not remain wit h them. Subjects: Approximately 50 children, ages S to 12, scho were in t he hospital for the first bore for elective surgery or an acute illness. Methods: Children whose parents remained at the hospital during hospitalizationwere group matched with children whose parents didnot remain atthehospital during hospitalization, At two periods I ollowing hospitalis ation, children were asked to drawa person and t heir family, The drawings are being compared with the child 's perception of Family relations. Duration: April 1977-April 1978,

120 Childrearing

39 lA 1 RELATIONSHIPS AM IN( CHILOREN'SPERCEPTIONS OF PARENT REHAVIOR, PARENTS' INFERENCES OF THEIR CHILDREN'SPERCEPTIONS, AND PARENTS' ;t-i FPEEICI PTIONS

hot-. %): :11(1 I )1,varlii (It , vlit'I}ilan 11111 IR , 11;111,I.!,,r I ;mill), l'iipoNv; I., k,k110 !N..\ atid L..pt litt ridrent.; L-arty1 orhehd :,;items lend to cid- !hell L:C1111011",()I 111k-11 hC11,1`_ 11)I 11(W. IheV init`rtheIl itiltirrti V.111\1C11.111011; 1111d111 \11111111V time 11(.' (lillerertet's hir\01:.11 , Hien!, 11 t ILL pi..tected Ilion Lliddi en arRI the :ty thiivare itclitally (Ai 8utijecic hi clii1(1-pat en: non-, Att It7 ve:tr ;CIk 1111(11.1 nial,Itn,(nlir child-(+arent kl)A(1-:niothet son,!not 1, andtfltheI i,littn,diter.!--"ithiects\vete 1,1eLltnnitIonil) rniIdle ,-"ocioet.scinnrincstilt its. Potent,"itnt.,1 ted Qintlely,ivic",r ()tics' totitimrc..,, thenpereeptii ;111(1 Ill(etenCeahtittlthe parents tot1.1111 lilt child. Pitrent,' and respon,,c, were c.ompaled on truce coin- tric;Ritri.",t'; -ell on the e,4111.,(tt titcdurandists()Itheresoonsc.sit) 1111.' 1111111 -.11111' ;11111 1.14'1111111t111111 II+111 V111 1:11:111 V11.)1-,A11111\'`,4:' 111 \`;111111-1Vt: (111C111t111141 NICkk111;1 !nel--. and cot 1('Idi I :11),11.'sk.,- Y' the!! InL. \ Jiti Inc thee clailt I-iiiiittig'i; Ic;i 01 WI nrdi I nicati(II I lereiwt-,\\'C! -t' lliltltctl pvl ;Indnarelit=' ions \\Tett percept 11I, and ci)!,.. :HO r.t) CIIK',elf -pct pi to' i 1111001kri.S. nil !Het: belia lot`. Or 11C(111-t:1111ii)11 111111V1,11,gV111:111,1111' 0111-

1111111:t1 1 t1114 111,1111 711111111Vre 1.11, 111111cort:""pitridctice between children s parents'

1)ttraIimi: complet %I.

sh I ol fell( I I I rdl --wivo..c: 1 I 4.I )t.:1111111M-2111 111 114.1111}L111114:1111011,

1 1l , 11 t 1 1 2 1 1 1`111 V 1 11 1 a.11I: L ' 1 1 1 1 1 1 l'fw n.11)14141" 1114111111V 1(.11 ',.)..:11.11 St:it:114:V

1 111 Pli:(:1111 1111: 1977 1 Clir o' 111 the Nlii.1%L'-,let l'sveliol()Qi I \,,oetotion. Illinois: Michaels, 1 . and Stollok,Ct. flan:111 IThaVW1-,(1arents" Inferences (it their Ions, and Niro)! s' sell-perceptions.

39-MB 1 INFANT BEARING PRACTICESINCROSS-CULTURAL PERSPECTIVE

Ity,t,stiv,alurts): lohn \A',II (Illorn(ili, Assoc-iv e Protes,-,nr, 1)cpartinent ul early' Childh )oci ditedrion, Rion of Iklitcation, (:0!lege of 1\1111tidi,iplinao Studies, Uni \eisitcii A', !");All ;soil oil io, ex:A,'78285. Purpose'.FnInk c igaic iniatilrculiTpi act itscs etlinoctiltural Anwrican larnilte-,; and to determine their sinithritics anddifferences in isolates, sets,and patterns of Iii ltll4.l ring

121 SubjectsFive middle class families: Black-, Chinese-, 1sic- Mu- and Swiss- American, each with one or more children. Methods: An ethnographic questionnaire-interview.nstrurnent was developed and administered to the parents in the home setting, including observations of the and social environment. A comparative analysis of the data determined points of congruence and incongruence in practices related to birth and infancy including infant caw, education,

needs, play,linguisTic input. honk. dcfcnsc, cultural .-!icct valor'.. I ,Aaiun row ponents, and parenthood. Findings: Infant rearing practices (littered atthe isolate level.I lowevci, the sets rein- stituting the patterns of practices were found to be more congruent than incongruent act ethnoeultural families, particularly as related to expectations tot and Inull Duration: June 1976-April 1977.

39-M B-2 THE IDENTIFICATION OF TEXAS AN LO, BLACK, AND CHICANO CHILDBEARING AND CHILD CARE PRACTICES IN RELATION TO CHILD CARE CAREER COMPETENCIES

investigiut 1:Ida Stewart, PIED., Associate l'rnfcsseir and Chanid ai; and Norma K, Stone., 13.13.A., Doctoral Candidate, 1 part mem of Lady Childhood 1-ducation, [university of Houston, Houston, Texas 77004. Purpose: To insure time identification of the cultural I- acinrs eta ciuldicai ,ind Hold cote practices that may influence training for child care personnel: specifically.to identify Anglo, Black, and Chicano childrearing and child cart. practices; and to compare regional differences. Subjects: 374 Anglo; Black, and Chicano parents; 367 child care nra titioners; and 52 professionals in Texas, The 94 day care centers front which the practitionerN nnd Oarents were drawn served a minimum of 30 children and had either 80 percent Black, 80 percent Chicano children, cm a t ri-eihnic population, Methods: Three interview instruments were developed for the study, one each for parents, practitioners, and professionals, A Spanish translation, following the Werner and Camp- hell methodology of dccentering, was used with parents whose dominant langnave was Spanish. A pilot study was done from which final response categories were developed fur thethreeinstruments. The questionnaires were administeredtothe sampleinsix geographic regions in Texas during Spring1975. The computer program, Statistical Package for the Social Sciences, was used to analyze the data. Findings: The results documented an overall trend of general agreement anionQ parents and practitioners on childrearing practices and attitudes toward child care centers. Only a toss major differences were documented in the attitudes, opinions, and practices of1 e\as Anglo, Black, and Chicano parents and practitioners. Duration: Spring 1975-completed. (Uooperating grougs): Texas Education Agency, Division of ional K h and Development. Publications: A complete report is available from: Division of Occupational Research and Development, Department of Occupational Education and Tichnology, Texas Education Agency, 201 East 11th Street, Austin, Texas 7R701.

122 39 M A COMPARATIVE STUDY OF COGNITIVE DEVELOPMENT AND ACADEMIC ACHIEVEMENT IN CHILDREN REARED COMMUNALLY AT SYNANC/N AND HOME REARED CHILDREN

Investlgator(s): Linda Burke, Ph.D., Psychologist annum Re,tura Institute, Synanon Foundation, Inc,, Marshall, California 94940. Pairpose: comp:tie the cogiative devclopmen: (2111(iil of childien reared communally from birth ai Synanon dial children fromuppel middle class home environments. Snbjects: 39 girls and boys, ages 21/2 I V:, reared communally I birth at Synanon; and 39 upper middle class home reared children matched forage and se kletliods: Approximately half of the Scaunion parents had L'Irarznaer disorder hackgrounds. 'f'he mean Synanon parental education was 14 years, The home reared childrenwere train upper middle class two-parent nueleat families in which mother was the prinwry caregiver. `Ihe parents of the home reared children had no character disorder history, and hada mean educational level or 16 years, The home reared childrenwere screened to rule not physical, menial, and emotional problems, T he McCarthy Scales of Children's ,\ were used to assess cognitive development, and the Peahody Individual ,Achievement lest was used is assess academic achievement, Findings: Vlultiple'rnothering, per se,is Belt detrimental to cognitive dei.elopment, Previous findings of lower lQs of children reared by multiple caregiversare probably caused by poor rearing, not multiple mothering. The Mean IQ of Synanon reared children was 1(19;mean IC) of home reared children, 106, the Synanou childrenwere signif icantly higher than the home reared children in academie achievement, The Mean 5iandardscore for the Synanon children was 125; mean score for home reared children,IIt1. Art tinalysis of variance revealed this difference to he significant at the .01 level. Duration: September 1976-March 1977. Cooperating grotip(s): National Institute Mem tlHealth;I lealth Services and lxlental Health Administration; Public Health Service; II ,S, Department of Health,Education, and Welfare, Publications: Informion is avadahlc rr,ini t he investigator.

4 AN ECOLOGICAL STUDY IN FAM!LY RELATIONS AND CHILDREARIN's

Investigator(s): Richard .1,Fiene, :luld Psychologist, Bureauif Child lkyelopment, Pennsylvania State Departmen tof Public Welfare,Ilcalilt and Welfarc Ituildintt, Harrisburg, Pennsylvania 17120. Purpose: -ro study die ecological variables that indaence the interactions and childrearing practices wit hin Subjects: 252 families with children, :ices ly divided hisvcei m 711;1 11111:1n settings. Subjects were also divided according tosocioeconomic- smuts: perArat siere eligible for Title NX; 50 percent were not. Methods: Correlations aiming fancily esocctations andcommunity and sehool were computed, Data analyzed included seeing (ritral vs. urban), the nature ,Ind et feet Cat supportive services on families, race of family, size of family, expectations and attitudes of teachers of the children, and teacher inlInence on family structure, the studywas part al the Ecological Monitoring Inform- atm System. Data were eollecied primarily through interviews, questionnaires, and site 1,2v-iew train Findings: Significant differences were found in childrearing prtttertas basedon race, rural vs. urban setting, and sire of family. Significant (111h:1,1h:es sv,re also found between

123 1 parent id teacher expectations of aparticular academic ttltililies,discipline methods, and future goals for the children. Duration: January I976-January 1977. Cooperating group(s): Appalachian Regionalommission erat Grant, Publications: Information is available from the hp ostigator.

1 PARENTING EDUCATION 11-113OUGH TELEVISION: AN EVALUATION OF THE MIDDLE ROAD TRAVELER SERIES FOR ADOLESCENTS

Ittvestigalor(s): Edward E.Will, B.A., Evaluator and Staff Research Assistant; and Martyn 0, Hotvedi, Ph,D., Evaluation Director and Instructor, Evaluation Re:search Four), Program for Health Management, Baylor College of Medicine, Room 301H, Texas Medical Center, 1200 Moursund Avenue, Houston, Texas 77030. Purpose: To evaluate, formatively and summatively, a 12-week telv (P13S) in-school parenting education series for junior high school students who are neither currentnor expectant parents, Subjects: SOO students, ages 12 to 15; and teachers from Houston, ex :as schools. Subjects approximated the Houston school population, most recently estimated at 43 percent black, 17 percent Hispanic, and 35 percent white or other. Participants were (.0 percent female and were drawn from 24 seventh through ninth grade classes in12 urban schools which differed markedly in racial and socioeconomic composition, Nlethods: Program content sought to promote competent childrearing skills by shaping attitudes On nurturance, discipline, parent-child communication, parental expectations, and familyroles our televised peer and adult models,Sortiespecific information regarding child health, nutrition, safety, and development,LIS well as the econonrics of eltildrearing, was also provided with the intent of encouraging teens topostpone parenthood until its many demands can be met, Class discussions and teacher reinforcement of the program supplemented weekly yiewim, Students and teachers who viewed the series; arldror supplied evaluation data did so in or' their usual class assignments in physical education. English, home economics, math, etc. The principal research activitywas a 3= month pilot test of the series and supporting curriculum materials in tall 1976. Specially developed questionnaires were completed at both pre- and posttest by 280 students. Both the success of the curriculum objectives and various student attitudes were assessed. Data on strident demographics, television use and preferences, and parenting attitudes and knowledge were used to evaluate the educational intervemion. Supplementary dataon participant perceptions of their own parents and various psychosocial dispositionswere acquired using several standardized instruments. An instrument with wide-ranging content sui:able to evaluate -;ubsequent parenting education prog,rarns for this age group is being cIopcd. Sharp sex and racial JIferenccsi:; laildruaaiiu!attitude.and knowledge distinguished pilot test participants at pretesting. Boys sc rid lower than,rls in both affecitYr: and cognitive measures of parental expectations, nurturance, disci; parent= child cornunicatiori, and sex roles, and did not on the whole improve at i)osttesting. Girls, hoc..:ver, made substantial gains. Both boys and girls rated the programsas high or higher than olier instructional or preferred commercial television in perceived appeal_ and realism. Whit-and especially black students, also made major gains evidencedin curriculum- retcreneed parenting knowledge and attitude measures. !lisp:tine students did not, Duration: November 1975 -March 1977.

124 'penning group(s): (1) Gulf Region Educational `Felevision Affiliates, Houston,Texas. 2) texas Department of Public Welfare. (3) Early Childhood Development Division ofthe I'eaas Department of Conmiu oily Affairs:. (1) Texas Education Agency.(5) 'texas Care '76, llonston. Publieations: Copies of the finial evaluation repon are ;iv;iilable fri_'Int the

MC. 7 LET ME INTrIODUCE it Y SELF PARENTING PROGRAM

lovesfigatorts): William R. Strait, Ph.D., Director of Project Development;Herman Williams, NIDiv.,Th.M., Director; and Lucie W. Barber, Ed.D., Director of Applied Rem!, rclt, Character Research Project, Iinion College, 707 State Street, SCIlennIndV,New '1 ci k 12305. Purpose; To research and develop a parenting program for parents of newborn infants who are members of childbirth education organizations. Subjects: Survey sample: 17 women and 16 men, ages 20 to 39,average educational level: U S. degree. Field test sample: 18 women and 16 men, ages 20to 49, averar educational level: B.S. degree. 7'4eihods: The program involved (1) an analysis of the structure and relatiortships of childbirth education organizations nation wide; (2)an analysis of the internal structures and feltneeds of two local childbirth organizations; (3) a socioeconomicsurvey of mcnthers of the local organizations, which includedan open-ended ranking of felt needs to he met in a parenting program; (4) preparation of syneritstic field testprogram Os a vis the analysis and survey of local programs containing 5 monthly sessions; (5)a survey of socioeconomic status and parenting attitudes of each parent beginning thcprogram; (6) monthly open-ended evaluation of each program which includeda tape recording of each session that was evaluated on prograrn effectiveness by three independent judges;(7) a reconduct survey of parenting attitudes of each parent completing theprogram; (8) field test analysis; and (9) program revision.-..,+ Findings: Preliminary results of thefieldtests indicate a significant improver catin parenting attitudes during the course. Duration: February 1975-September 1977. Cooperating group(s):(I) Childbirth Education Association, Albany, New lork,(2) Family Centered Maternity Association, Schenectady, New York. Publications: Let Me Introduce iSiv Self. Schenectady, New York; Character Research Press, 1976 (1_(: 76-253-15). SOCIOECONOMIC AND CULTURAL FACTOR

39-NA-1 ETHNIC DIFFERENCES IN COLLEGE PERFORMANCE

Investigator(s): Langdon E. Longstieth, Pcolessin Della! linen!c. of P University of Southern California, Los Angeles, California 90007. Purpose: To investigate Jensen's Level 1-Level II hypothesis ina real life setting. Subjects: 20 black, 19 Asian, and 69 white college students,ages 18 to 25, both sexes, who were students in a child development course. Methods: Subjects were assessed on three kinds of jests: true-falsemultiple-choice, and essay and were administered a paired-associate memory test. Findings: There were no ethnic differences on the paired associateor true-IIse tests. Large significant differences were found on the multiple-choice andessay tests, with blacks scoring much lower than whites or Asians. Results are interpreted insupport of Jensen's theory. Duralion:I 975-coinning.

39-NA-2 THE CULTURAL CONTEXT OF INTELLECTUAL DEVELOPMENT

luvestigator(s): Phillip Kingsley, Ph.D., Senior Lecturer and Acting Head: and Robert Serpell, D.Phil., SeniorLeeturer, Department of Psychology, University of -Zambia, P.O. Box 2379, Lusaka, Zambia. Purpose: To work toward a definition of intelligenco that reflects the values, emphases, and cognitive orientations of Zambian culture(s),in order to develop culturally valid measures of intelligence for children. Subjects: To date: 20 children, ages 5 to 10, both and 20 adults, both sexes. The children and adults are all members of the same rural\ Wage community in a liomba- speaking area of Zambia. Methods: Data collection includes (1) naturalistic offiscryation of everyday activitiesof village children; (2) interviews with village adults concerning childreitring values, practices, and goals; (3) collection of adult ratings of the capahilities of specific children in defined iiietiothetical locally relevant situations and tasks; and (4) administration of selected developed cognitive tests for validation against adults' ratings of the children, Vuration: January 1975-continuing. Publications: Research reports of the Human Development Research Unitate asliable (runt the University of Zambia.

127

131 39 -N13 -1 HIGHLIGHTS OF A COMPARATIVE RESEARCH STUDY OF EARLYCHILDHOOD PROGRAMS IN COUNTRIES WITH CONTRASTING POLITICALSYSTEMS

loresilgaior(s):Clare Rodney, Ed.D,,Professor Department of Early Childhood Education, California State University, Long Beach, California 90840. Purpose: To comnitre e;irlv childhood programs in coonnies wiC I II 1'411W

SUNCOS: ages 3 months to 9 years, Methods: children were observed in a variety of tings including nurseries, nursery, schools, orphanages, kindergartens, and primary schools. Many interviewswere taped, and materials stating the philosophy and curricula for early childhood educationwere collected from the Ministries of Education in the countries visited. Thefour primary countries studied were Spain, Romania, Israel, and Italy. Informationwas also obtained in Portugal, Greece, France, Ireland, and England. Duration: January 1975continuing, 'ulications: Information is available from the ins cstigator.

39=NE3-2 A LONGITUDINAL STUDY OF SCHOOL READINESS ANDSCHOOL ACHIEVEMENT

Invtigau 110: Marion M. de Lemos, Chief Reseatch Officer; and Pat Larsen, 13.A., T.I.T.C Research Officer, Australian Council for Educational Research, 1'.0, Box 210, Jiawthorn, Victoria, Australia 3122. Purpose:\ Toinvestigate differences in school readiness and achievement inAustralian and immix rail children from different socioeconomic and languagebackgrounds; to study the relationship between school readiness and achievement and factorssuch as preschool experience, age of entry to school, parents' country of origin and periodof residence in Australia; and to investigate the relatidnshlp betweenscores on the readiness tests and later school achievement in Australian and immigrant children. subjects: Initial sample: 334 boys and girls, ages 4 and 51/2 at the beginning of the study (on entry to school); 147 were from a high SES area (98 froman English-speaking background; 49 front a non-English-speaking background) and 187 froma low SES area (11)1 trout an English-speaking background; So from a non-English-speakingbackground). LSubjectswere drawnfroma random sampleof schoolsfromtwo contrasting socioeconomic areas in the Melbourne metropolitanarea, an upper middle class, and a lower working class area. A sampling procedure basedon birth dates was devised to obtain ipproximatelv equal numbers of children from English-speaking and fromnon-English- speaking backgrounds in each area. Ntethods: The children were tested upon school entrance witha battery of school readiness and language tests (the Anton Brenner Developmental Test of SchoolReadiness; the Etwelmann Basic Concept Inventory, Part I; and the Grammatic Closure Subtestof the Illinois Test of Psycholinguistic Abilities), and witha battery of achievement tests at the end of their first, second, and third years of schooling (the MetropolitanReadiness Tests at the end of their Prep year, the Metropolitan Achievement TestPrimary I Battery at the end of Grade I, and the Metropolitan Achievement Test Primary II Batteryat the end of Grade 2). A parent questionnaire distributed through the schools obtainedinformation on country of birth, country of parents' origin, parents' period of residencein Australia, parents' first language, language spoken in the home, father's and mother'soccupations,

128 1 parents' educationallevels, and attendance ita preschool or day care center. The on-i:lionnaires were in English, but in the case of Italian and Greek families,an additional questionnaire in Italian or Greek was included. Comparisons between thereadiness and aeltiesTmcnt test scores of the four main groups were done using analysesof variance. Analyses of the relationship between test scores and background factorswere done using anal\ 01 i-miduce mid the A11 )piat Him. weeu scow; oo the readiness and :tales/einem tests were also unaa rtaken. Findings: Differences bet-,..en the rom wet, all the tests. Ihe high SFS English background scored highest, and the low SFS non-English hackground groin) scored lowest on alltests.Differences between the high SES non= English background group and the low SES English backgroundgroup were less marked and generally not rei,,,:eant,;11(hoagh the trend was forI hi'high SFS 1100

hinl.ground group ; score higher than the low SFS English background group. The readiness test which correlated most highly with later school achievementwas the Anton Wenner Developmenta:est. Correlations between total score on this test and totalscore on the achievement tests ranged from .64 to .80, and these relatively high correlationswere found rot hoth the English background and the non-English backgroundchildren. The background factors most closely associated with testscores were language background of the home, school area (high SES or low SES), father's occupation,and educational level of parents. Age out entry to school and sex were generally not significantly relatedto test scores, although there was some tendency in the English backgroundgroup for girls to .core higher on the leading tests and the boys to score higher on the mathematicsic, IsIn the non-English background group, the tendencywas for girls to score higher on both Ilk reading and the mathematics tests, but these differenceswere mole marked on the reading tests. Preschool attendance was significantly related to test scores, particularly in thecase of the English background group. Period of preschool attendancewas also important: children who attended preschool for a longer period scored higher thanchildren who attended for a shorter period. There were no significant relationshipsbetween test scores and family site, birth order, or attendance at a day carecenter. Duration: 1973-1978. rnblications: A papk_a cult the preiitnivary residts iscv`ailabie front DI. de Lerner:.

39-NB-3 ETHNICITY, SOCIOECON IVIICS, ANC) SCHOOL ACHIEVEMENT

Investigator(s): lames G. Cooper, Fd.1.)Professor of Fv tluatiert1, College of bmftation, tniversity of New Mexico, Albuquerque, New klexico 8713 I. Purpose: To determine the effects of ethnicityupon fifth gradeachie-,emetct in order to assess The value of bilingual education. tiobjects: All fifth graders in the 88 public soh-,lelistriets oaf New The pf°rccr tagei, of Spanish surnamed pupils ranged from 0 to 00 percent. Methods: An ecological model was applied in which school districtswere theunit analysis, rather than pupils or classrooms, The datawere collected annually by the State Superintendent of Education. Data included pupil-teacher ratio, assorted standardizedtest scores, community variables (adult education level, family income), and other salient information. Findings: Based upon the analysis of the 1975 data, ethnicity doesnot appear to be related to school success when the effects of socioeconomic variables have been controlled. Duration: April 1977-September 1977.

129 39-NC-1 RELIGIOUS AND POLITICAL OCIA vArioN OF CHILDREN

Investigator(s): Hart M. Nelsen, Ph.1),, Boys Town Center for the StudyofYouth Development, Catholic University of America, Washington, D.C. 70064. Purpose: To study the religious and political development of children; andto examine how .uid and thy inieuelationship between the t 5're55 s. Subjects d,tildren, ages 9 to IS (patioto 5), how rutrutii,urban, and meir poluan ((immunities in Minnesota.Theso)jeets arc parochialCatholic'andpublic protestant/Catholic/other school children, Ntethods: Self-administered questionnaires were completed in theclassroom setting.. A multisariate statistical analysis is being used to analwe dam. i.indings:Religiousness (traditional religiosity) drops overage. Parochial educa tonis correlared with religiosity. parents religiousness (as reported by children) ise rrelated xviih religiosity. A tfectivi!y rather than powerconcern is related to religiosity. Duration: 1975-1978. Cooperating group(s): 13ftvsI own ('cuter, Or Nebraska, Publications: A paper presented at the United States Catholic Conference,Washington, D.C. 1977: Nelsen, H. M.; Potvin, R. H.; and Shields,J. The religion of children. (2) Nelsen, H. ht, and Potvin, R. It The rural church and rural religion:Analysis of data from children and youth. Innals of Mc .1trzerican n of Political and Social Idnikny Pr77, 429, 103-1l4.

39-ND-1 STATE -OF -THE. FIELD STUDY OF CHILD WELFARE SERVICES FORP.-'GRANT CHILDREN

Investigator(s): David Clvenaugh, M.I Research Associate, InterAmerica Research Associates. Inc.. 2001 Wisconsin Avenue, N Suite 275, Washington, D.C. 20007, Purpose: To study the nature and extent of child welfare services for migrant families. including those who have settled out; to determine the number of migrantchildren receiving services and the number requiring services, in orderto estimate total need; and to determine the interactional patterns between existing services and families inneed. Subjects: Child welfare systems in 12 states; and approximately 800 migrantmothers. Methods: Data were collected in two stages, In Stage I, questionnaires relatedto services provided were mailed to state and local service providers (including farniworkeragencies) in 12 states (both home base and user states). Agency personnelwere also visited personally to obtain further information. In Stage II, approximately 800 migrant mothers, residing in the same states and counties as those visited above,were personally interviewed regarding services needed and cervices actually received. Findings: The quality of social service delivery varies markedly. State departmentsof social srVice generally do not identify migrant children, and effective coordination between ...,:encies at the local level is frequently lacking. Migrant mothers report few problemswith of health care, but infrequent use of other child welfare services, suchas group home services, foster care, etc. Duration: June 1976-June 1977. Cooperating group(s): Office of Child Deyeli ritrient; Office cif liftman Development: Department of Health, Education and Welfare. Publications: Data will be published by the Office of Child Development,

130 39-NG-1 LEARNING AND EXPRESSIVE STYLES OF BLACK CHILDREN AS REFLECTED IN THEIR PLAY BEHAVIOR

Invesligulor(s):.laniceEllenHale,Ph.D.,Assisi.; IProfessorofPartyC'hildbor41, rducation, Deparnneni of FAIncarion, (lark :240 chiN rcei. Allannr, (korgia 30314.

Purpose: obtain iufornratinn about the manner itt which o-Ame ric`tut eiilnrrl I 1 !he thinking of black children by observing their play behavior Subjects: Lower incrinie Afro-American girls and boys, ages 2 to 6, Methods: An extensive review of the literature was done, and an observation instillment ..vas designed. Data are being collected through individual ottserv;nious of children in a naturalistic setting. Durarion: September 1975-eontinuing,. Cooperating group(s): Spencer Poundatn.

ft°1-11-% THErACirli 39-NG-2 IMPACT OF Inn I I I1. IL HINESE AME1T1 CHILDREN

Investig: r 11efr` I ee Sung, , As,asiarri Profoso irrtnntofVian studies, Ciry College of ihe C [iv Umverso of New York, 138th and Convent Avenue, New York, New York 10031, Purpose: To document the relationship Of Chinese children their families, to their schools, and to their community, in an attempt to determine how the changes brought about hy immigration modify the social environmeni of the children -toil vhether these changes adversely al 1 ecr their development, Subjeels: A select number of recent immigrant Chinese children in grades 3, 5, 7, and 10, living in New York City, who will be studied to see why some are seemingly well-adjusted while others have difficulty. Nlerhods: Hie study documented the areas, emenr, arul of confl lets experienced by Innese immigrant children. Research relied mainly on interviews, home visits, and ob- ,f:rs ations and personal knowledgeit'he iescarcheris w'ho inninarely acquainted with the people and 1._onuntinitv about :wham rhey I he study' will be mote qualitative than (plantitatiVe. 1.indings: 1.arg (.ale immigration inro New York's q'hourtowu iii ICCI:111. years has cleated iocuty problems for the ethnic community.1 he caiiiirea have been affected by the long working hours of the parents, Pear seems to he the uppermost concern of both children and adults. (, hanging values roles make for .'iitUsi, ;Ind cultural conflict. Duration: June 1976-June 1977. Puirliculioro)i Intormanon is availableii ur 10=2`,14-tdoil on Or a prcummar), corn- parison of Chinese AMerican children from two elementary schools, one in Chinatown and one in the suburbs: (2) a compilation of raw data pertaining to crime and the gang situation in New York's Chinatown based on int0VieWS with people who are informed ;thou( the ti ue picture; and (3) cluldrearing practices in the Chinese American lio:nc.

131 30-NG-3 AFRO-AMERICAN CULTURE AND PLAY BEHAVIOROF BLACK CHILDREN AS INDICATORS OF COGNITIVE STYLE

ItiveOlgator(s): Janice Ellen Hale, Ph.D., AssistantProfessor, Department ofEarly (Thildhood Education, Clark College, 240 ChestmoStreet, Atlanta, (1,...orgia 3031x. Purpose: To design a conceptually relevant instrumentto measure play behavior (defined as -skill and style of approach to people and materials") in orderto obtain information on 111,2 cognitive style and ethnic stylizations of blackchildren from low income families. Subjects: Six male and six female 2.year-old black childrenfrom low income families. Inierrater reliability will be determined using six additionalchildren. Methods: A year was spent reviewing the literatureon Afro-American culture and reviewinp, observation instruments for observing playbehavior to gain information about cognitive style. An instrimient will be developed usingcategories from the literature and matching them with categories established fromrunning records of the children's play. These categories will be merged and the instrumentwill be designed. Reliability and validity will be obtained on the instrument. Thena study will be designed. Findings:A review of the literature has indicated that play behavioris an ind cognitive st vle. The literature alsosuggests that one's culture shapes cognition, Duration: 1975-1978. Cooperating group(s): Spencer 1 oiindation. Pahlicalions: Black children:I 1:1Ve they 'ut root,: lint trucrtiational,Iutrrrlill if/ricA Thought, t lay./.1t, no I Tr. EDUCATI ONAL FACTORS AN I) SERVICES Ge n eral E ducation

39- OA= 1 A STUDY CF VE RBAL BEHAVIOR BAEO ON A PIAGETiA STRUCTIONNI. MODEL

Igoor(s): Donald J. Sheehan, H. D. Assoc_lie Professor, !Wart Olen t of lid ti( !.Jess Yo rk Slate IJn iversity Co llep,c, Oneonta, 7-lets York1 387 O. Purpose : To co List rLiet :Amok; of instruction b =asedon the oflea age 1. huh j eels : 27 classrodmn teac her,.s of grades 5, 7,or 9 r is a descripi stacly of the verbal clisecnurs .,f te4ch ers.I e,stelir kw; ii Sc somas CatOgor by eight 3uclocs.as being either a the conoreto ur snick:1ml or tonna I instr uctional le% el.I ineriud to relic billy was -81 or lligber i n ef-leh oft he 27 it-0d eat s. Find ings : k',..tbal di :;+'eoursett4'e---i more of ten at the ....'onoete mitt etional level in 5th gact, !rim in c- ithe r 7t ii or 9th grades Llitroritiori: I 974- inn thg.

29 OA I ROLE, ND 0 EPLOY ME NT OF STAFF I CI T HE NUM ER'Y

loves lkn tor( s):Phil ip 5, Clift, 14 rincipal Rescarci (-1) file cc;Ma nin ood head, Pro Jeer I cad and Shale N CleaselitulMarion C 1 r iffi r t,Proi ectTeam Nleinbers.l'sJancirnal clad onfurliclu vati oua I Re2sea rch,I be Mere, Far;,, tc1011.01,Per ks, SE2110,

'fo csntiractlie practices of .;tat'fin a imp* or rIIirvey sct1oots and das:-.2s, locosorin I7 r (111 chi Wk--.9111 practices, teoeh,..1 rode iii the el assroorn, the dirrocrt tt (cm ion of t and d eplovment °1st:, liltdill erern rt ualbe:10011s. a4es 3 R-7i 4,41(e- tiding nursers' school s in the lirlileLI K i libel um ethinls: I he prino palInez hoc] ned iot he st tt dy stirsstructt heel oh Nei-Valk:Illi 11t tic to Ur- c' oh sere olio n nistrunue insioe special: v tied by the tea in li record th of ,4:t It. I he lima 5% as viesioleU to e p:Thernsstl. sarious inc_mibersofthestar.' v-,110sha reresponsibil t for agin upofdill siren.I be ma Ii\kits Ncottn42t1 kin a 2-rittiotIlle cycle, anal t licit behavior ri...orc__3edona tvvo-L Jiro ens.' ununit tl c,:vegory ss -1 co lists bop lit the o aioao Oviiy andtic co mesa o UN rtcli'iiv'Iltrseeolid cubs set\ 101) its titttrlenrdt2SCr I bCdIli c Styleofccui k o rct staplelit entfuerofthest .-aff thr nit, hrsttlt tie s..`hoctl c ay.Por th Is purpose,t he cr."414_2.ors' sv stern s -aseift7nr.lcdt it four JIInen ..tol-s. elLAnge of bawl or was recorded inr atlas c,f w ho hut lilted et lan e,r he tier s 1.-1i 1 IV, theCon restoftheail'city, and vel hall no in Our nigtheact wily.`. Ira actliilnit tothese t ,rrin instrt 'me tits,int oonubservat tons col die otga int:ition of the nurse rya rid thc ss, nkof r he ,1al CW niiil e, otiony wit -d01-1ffiI 1110 trlesrtiof the Sian' oh 01 I ilt ,=11. pcv 110T of 111-, r in tth' pin vid Ilir Childr-Cli-Mt 1- a nut ,c1 C pal ticur.al

I1J interest were any effects that trends toward integratenursery/primary, education service are having on the role of nursery assistance in thecare and education of young children. Duration: April 1975.March 1978: Cooperating group(s); Departtnent of Educationapd Science.

39 -OA -3 DEVELOPING MATERIALS FOR ASSESSMENTAND EVALUATION IN NURSERY EDUCATION

Investigaturts): Ray Sumner, Ph.D., PrincipalResearch Officer; Margaret Bate, Project Leader; and Marjorie Smith, Project TeamMember, National Foundation for. Educational Research in England and Wales, The Mere, Upton Park, Slough, Perks, SLI2DQ, England. Purpose: To develop assessment materials fornursery schools and classes. subjects: Children, ages 3 to 4, innursery schools and classes in the United Kingdom. Methods: During the first stage of the project the investigatorssurveyed tute,oii preschool education related toassessment. Assessment tests and kits already devisedfor assessment were studied, Observations were carriedout in a sample of nursery schools and classes throughout the country, lookingat the complete picture of individual nurseries; observing in particular children'sperformance, the planning of thenursery day, and facilities and equipment available. Consultationwith advisers and other research workers in the nursery field took place, in an attempt to define the aspects of thechild's performance to he assessed, A group of adviserswas formed consisting of lecturers in Nursery Education, Nursery Advisers, head teachers,and teachers. They were involved in allstages dceloping material!, for assessment. The secondstage included development of a specification for assessment materials, devisingitems and carrying out pilot trials, field trials of penultimate materials and criteriongroup comparisons, and preparation for publication of a reacher\manual, training guides, and theassessment materials. Meld trials were carried out by members of the Advisory Group and by staff ina number of nurseries throtwhou I the country,some of which the team visited for observation. Findings: The observations, consultations, and the advice and recommendations ofthe Advisory Group led to the format ion of five categories for assessment: social thinkingand social skills, cognitive performance, talking and listening, manual and tool skills,and physical skills. A method was devised to record the development of social skillsas observed by the teacher. Duraiitin: AprilI 97S-Nlarch 1978. Cooperating groupIs): Department of Educationand Science..

39 -OA -4 A STUDY OF THE IMPACT OF SPECIALLYDESIGNED SETTINGS ON CHILDREN'S INVOLVEMENT: A PILOT PROJECT

I n i r Louise Al Benna Ed.D., Professor;Jessie A.Roderick,Ec1.0., AssOciate Professor; Diane M. Lee, M.A., DoctoralStudent; and Shirley Browner, 13.A., Master's Student, Department of EarlyChildhood/Elementary Education, College of Education, University of Matyla rid. College Park,Maryland 20742. purpose: To determine whether involvement,as described by verbal and nonverbal indicators, increased as children worked at language arts centers that were characterizedby increasing possibilities for involvement.

134 Subjects: 12 first graders attending an open-space school in a suburban commuy, who spoke English and did not have a known speech impediment. Methods: Each child was observed interacting with three specially designed learning centers, each of which increased in its possibilities for involvement. Nonverbal indicators of involv6ment were recorded using the Involvement Instrument. Verbal utterances were also recorded and categorized. A one-way repeated measures analysis of variance was performed to'cleterrnine the significance of differences among means for the three leVels of learning centers. The research project was a collaborative effort of elementary school staff and university personnel. Findings: The differences at the three levels of learning centers were statistically significant at the .05 level for several nonverbal indicators of involvement and one verbal indicator. These findings suggest that as learning centers increased in complexity, so did the number of observed indicators of involvement. Duration: Fall 1975 -cont inuing. Cooperating group(s); ( I) Maryland State Department of Education. (2) Rippling Woods Elementary School. (3) Anne Arundel County School System, Annapolis, Maryland. Publications: ( Roderick, J fhe Involvement Instrument, Occasional Paper Fifteen. College Park; University of Nlaryland, Center for Young Children, July 1975,(2) In- formationisavailablefront:Mrs.MargaretSherkey,Principal,Rippling Woods E=lementary School, Volfield Drive, Glen 13urnie, Maryland 21061,

39 -OA -5 AN ADVENTURE IN HUMAN RELATIONSHIPS: INTERNATIONAL SCHOOL-TO- SCHOOL EXPERIENCE

I rwestigolonsn Alice Van Krevelen, Professor and Chairman, Department Psychology, Berea College, Berea, Kentucky 40404. Purpose: To investigate interpersonal relationships between school children,parents, teachers,tndcoin 'mini tiesinvolvedin a foreign exchange program for -year-old children, Subjects: Berea elementary school (K through 6) teachers, host parents, and host child ren; and children visiting foreign count ries, their parents, and accompanying teachers. NIOIrods: Research methods included in-depth interviews; questionnaires giVen to children ik.ill crudes to investigate the impact of tile foreign visitors; diaries kept by childreb and teachers visit ing schools in foreign countries; and inierviesss with visiting children, ho! children, a nd their parent s. intling theintt,,retof the Foreign visitors on school and community isstrong and Nis ois.e. Duration: 197- or. Publications: format inn i t runt nv-esticattsr.

39-0A-6 IVIIOVVEST MIDDLE SC -HOOL SURVEY

Investigato r(s) nks,id.I)., Professor, Department of Education, NIankat o

Stare 1,)11 IVerti , Ilk atc) mnesot a 5600 I; Marvin Poulol, Ph, D,, Professor, Cleveland Stale University, Cleveland, Ohio 4-1115: and Robert Malinka, M.A., Direct or, Nliddle School kes ea rch Center, Indianapolis, Indiana. Purpose: 1-o siw,cv middle schools in Illinois, Nlinnesota, 'sin, Ohio Indiana, li,sva.

135 Subjegs: Middle schools in sixupper midwest states. Methods: A postcard survey of every school district in each of the six stateswas conducted. After district middle schools were identified, questionnaires weresent. The nine-page questionnaire was completed by each middleschool. Information was tabulatecrconcerning curriculum, staff, reasons for establishing the modern middle school, studentservice activities,innovative practices, extra-curricular activities, and future plans. Datawere disseminated to the schools through monographsof each state survey. Duration: Fall 1976-Fall 1977. Publications: Monographs for eachstate are available from the investigators.

39 -OA -7 EDUCATIONAL NEEDS ASSESSMENTIN HUMAN GENETICS

Investigntor(s): Faith M. Hickman, 13.S., Staff Consultant, Biological SciencesCurriculum Study; 8383 South Boulder Road, P. 0.Box 930, Boulder, Colorado 80306. Purpose: To determine educationalneeds, priorities, and strategies for all levelsof instruction related to human genetics, humangenetic diseases, and birth defects. Subjects: Teachers, students, physicians, basic researchers, parents of affectedchildren, educators, and others participated in datacollection, Methods: Preliminary meetings were held with parents, students, teachers,interested individuals, and representatives from community groups to definepresentlevels of knowledge and concern, theeffectiveness of current educationalprograms, and the characteristics of the target groups. Interviews focusing on the current informationbase were held at schools, colleges, and healthcare centers. A 3-day preliminary needs assessment conference was held with participantsfrom the fields of education/curriculum theory, obstetrics/gynecology, medicallaw, and screeningprogram administration. addition, several professional In groups were invited to send representatives, Fromthis conference, a working paper was compiled that served as a basis for discussionsat a subsequent conference. A cross-section of the interest groups attended thesecond conference and developed asetof guidelines. A document delineatingguidelinesfor educational priorities and curricular innovations will be oriented toward allgroups which plan co, .1, Ilium on human geneticsand genetic disorders and birth defects. Duration: 0c:ober 1976-September 1977. operAtiog troup(s): National Foundation/Matchof Dimes, Publications: A publication will be distributed by the National I'natation/ March Dirties. of

39 0 AN EVALUATION OF THE MINNESOTACOUNCIL ON QUALITY EDUCATION EARLY CHILDHOOD/ FAMILY EDUCATIONPROGRAM

laves(( I 0:NI! diau IQ. Patton,Ph.i),,Director,Minnesota CenterforSocial Research, University of h1inncsottt, 2122Riverside Avenue, Minneapolis, 5504, tylinnesout Purpose: dilate the implementation,processes, and outcomes ofNI4le ,AlpporICL1 early childhood/family educationprogratih in order tar aid legislative hinding decisions and program improvement Subjects: 39 staff and 39 board members;and 125 parents truth 13 early cltildhd'farttily cdueatiou programs in Minnesota. Nielhods: Nitc visits were made to 13 priTranis thriiugliont the state of NIL] 1-hir

136 e staff, 39 board members, and 125 parents wore interviewed. Twenty-four program activities were observed using a systematic observation schedule developed by the Min- nesota Center for Social Research. Interviews were con't'ent analyzed to determine major patterns in program strengths and weaknesses. ObServations were described and content analyzed. Findings: The programs represent exemplary implementation of legislation. Parents are highly supportive. Duration: March 1977-April 1977. Cooperating group(s): Council on Quality Education, Minnesota State Department of Edu- cation. Publications: A 300-page report is available from: Minnesota Center for Social Research ($12.50).

390A-9 EFFECTS OF-PRESCHOOL LEARNING ENVIRONMENT ON CHILDREN'S GROWTH IN EDUCATION

Investigator(s):Boyne Coats, Ed.D., Associate Professor; John Thompson, Ed.D., Assistant Professor; and Nancy Carlile, M.Ed., and Stephen Williams, M.Ed., Graduate kssistants, Department of Curriculum Instruction, College of Education, Memphis State University, Ball Education Building, Memphis, Tennessee 38152. Purpose: To assess and contrast children's progress in structured ,and open learning e vtronments, Subjects: 28 boys and 19 girls, ages 3 to 5, randomly selected from six classes at Memphis State University's Children's School. Nlethods: In this study, the efficacy of structured preschool classes utilizing directed activities and reading readiness guidance was compared to the efficacy of classes with more openstructure that did not incorporate directed activities. A battery of tests was administered in Fall 1976 and again in Spring 1977. Tests included the Peabody Picture Vocabulary Test (Form A, pretesting; Form 13, posttesting), the Vineland Social Maturity Scale, and the Boehm-Slater Cognitive Skills Assessment Battery. Durinion: October 1976-June 1977.

39-0A-10 A STUDY OF TEACHER VERBAL BEHAVIOR BASED ON A PIAGETIAN IN- STRUCTIONAL IV1ODEL

Insestigatons): Donald J, Sheehan, Fd.D., Associate Professor, Department of Filth:mil. ic Nos York State Llniversity College, Oneonta, New York 13820. Pm-pose:Fa determine if teacher verbal discourseismore analogous to theformal operational stage than to the concrete operational stage of declopent.v m subjects: 22 classroom teachers in grades 5, 7, and 9. Method~: Si\ Ill- tttimite segments of each teacher were main_ socialstudies mathematics, and language arts instruction were included, A rating scale was developed, based Oil characteristics of formal operational and concrete operational stage discourse, containing lists ot characteristics of instructional modes. Fight judges rated each segment. n t er judge r e l i a b i l it y ( tni niniu In of .75) was found. Viridings:the data indicated thatteacher discourse was more frequentlylassilied as nci etc in .ti uLtic,ii al.he .'tote became loss ci Duration: 1975-complocti.

137 39-0A-11 A LONGITUDINAL STUDY OF CURRICULARARTICULATION IN SOCIAL STUDIES

Investigator(s): B. Carl Oliver, Ed.D., Professor,College of Education, Univ shy of Tulsa, 600 South College, Tulsa, Oklahoma 74104. Purpose: To determine if :articulation efforts madeat the preservice level will enhance articulation at the inservice level. Subjects: 25 college juniors in elementary education;and 25 college juniors in secondary social studies education. Methods: Separate elementary and secondarysocial studies methods courses werecom- bined into one course. Future elementary andsecondary social studies teachersare studying K -12 social studies education together. Follow-up studies will be conducted of studentand inservice teaching. Duration: 1976-1982, Cooperating group(s): Tulsa Publicchools.

39-0A-12 THE UTILIZATION OF INCARCERATEDPERSONS AS INSTRUCTORS

Investigator(s): Nancy J. Perry, M.L.S., Administrator,Prisoner Release Program, Holy Apostles Center, 346 West 20th Street, New York,New York 10010; Joe Ann Horton, rx1.1..S,, Children's Librarian, New York Libiary, .10 Hill Street, 'Newark, New Jersey; and Cora Watkins, M.Ed., Teacher, ProvidenceEducation Department, 80 Elrngrove Avenue, Providence, Rhode Island 02906. Purpose: To record the effects of prisonersas tutors of visiting children and their parents. Subjects: 50 prisoners; children, ages 3to 10; and parents of both sexes. Methods: A program was setup in which prisoners worked with children and parents at the prison site. Media systems were availableto tutors and children. Results were recorded on tape and by hand. The pilot project in New York willbe redesigned in other correctional lac ilit ies. Duration: May 1977-May 1978. Cooperating group(s): (I) New York State Departmentof Correctional Services. (2) Columbia University, Teachers College,

EVALUATION OF A COMPUTER ASSISTED CAREERINFORMATION SYSTEM

Imestigatons): Carl Helwig, D.Ed., Associate Professor,School of Education, Old Dominion University, Norfolk, Virginia 23508. Purpose: To evaluate the use of a formation retrieval systcna in career education. Subjects: Approximately 300 children in grades 7through 12. Methods: Terminals in guidance counselors' officeswere available to the counselors and students in grades 7 to 12. Thecomputer system stored information about local job opportunities and on colleges,Parents, teachers, pupils, and guidance counselors in Iutrticipating schools and pupils and counselors innonparticipating schools were surveyed on their attitudes toward their school's system ofcareer education, dissemination of information, and performance. Measures includedOsgood's semantic differential and Crites's Attitude Scale and Competence Test. Findings: Reliability and validity of themeasures used have been established, Duration: August 1976-August 1978. CoopErating group(s): Augusta County. Virginia PublicSchools. Publications: Information is available fromt he investigator.

138 39-0D-1 UNIVERSITY OF WINDSOR SPORTS INSTITUTE FOR RESEARCH/CHANGE4 AGENT RESEARCH (SIR/CAR) VIEWS OF CHILDREN/YOUTH SPORTS

Investigator(s): Dick Moriarty, Ph.D., Director; Marge Holman Prpich, M.Ed., Editor; and Gordon Olafson, Ph.D., Graduate Coordinator, Sports Institute for Research/Change Agent Research, Faculty of Human Kinetics; and J. Powell, Ph.D., Professor, Faculty of Educatiob; and Megib Ragab, Ph.D., Professor; and Ralph Cowen, Ph.D., Faculty of Business Administration; and Walter Romanow, Ph.D., Department of Communication Studies, University of Windsor, Windsor, Ontario, Canada N9E 3P4, Purpose: To evaluate policy utilizing the SIR /CAR systems analysis technique to detect and reduce the gap between avowed goals and actual behavior in children/youth school sport or amateur athletic organizations. Subjects: In general, the studies have focused on girls and boys, ages 6 to 20; and adults involvedinchildren/youthsportsasexecutives,officials,administrators,coaches, sponsors, or interested parents. Methods: The !..11R/CAR systemsanalysis techniquecombinedorganiza- tional analysis, organizational development, and .organizational research ina conven- tionalpretest,posttestexperimentresearchdesignutilizingcontrolgroups.The methodology used goes under the acronym SAW: Seeing actual behavior by personal observation and media monitoring of behavior; concomitantly conducted with Audio inter s iesv and Written opinionnaire to assess avowed goals, means, and changes. The SAW inethoiloloev was utilized along with research and development analysis in Phase I (organizational Audit) and Phase III (Organizational Re-Audit). Phase II consisted of participating clinics utilizing group dynamics techniques in order to develop a cadre of ahanae :teemsss ithinthe organization under study.Instrumeatation consisted of a sernidirected focused audio interview guide (along with verbal opinionnaire to establish solidity. reliability, and objectivity) and writtan opinionnaires based on the SDFI audio inters toss. Behavior was monitored by a personal observation checklist recording initial hehasior (sinning, neutral, or frowning) and by recording cooperative and conf:ictual acts by the personal observation team and concomitantly monitoring of behavior (using 35 nun slides as well as audiovisual tape and film). Statistical treatment was conducted by the t Ms ersits of Windsor Media Center-Mg the Statistical Package for the Social Sciences and the Statistical Analysis System, Findings: -There is low correlation between avowed goals and actual behavior in most children youth spoils organizations. When this discrepancy is br000t to the attention of those involved in the organization by means of data generated on the organization and audios kilo!, demonstrating this discrepancy, those within the organization can reduce the discrepancy, thereby increasing their effectiveness (achievement of goals) and efficiency (manaenance of the lil-gamiation). In policy evaluation and change research, change agent teseat eh (a, hieh hrmas die theoretician and practitioner together) is to he preferred to pure basic rescarela Duralion: Summer 1972-completed. Cooperating group(s): (I) Canada C (mei!, Ministry of aducation (Ontario). (2) Ontario Royal Commission on Violence in the Communications Industry. (3) U.S. National College Ploo,ical Education Association for Men and Women. (4) University of Windsor, In- ternationalliMilleNsStudies Research Unit, Media Centre, and Computer Centre. Publications: (I) A paper presented to the University of Ottawa Faculty of Law, Common

I ,ass Section, Annual Symposium on Sports Lass, and Policy, Ottawa, Ontario, Canada, February 1977: Moriarty, I). SIR/CAR views sport or athletics, violence and die hiss. Moriarty,I)..avoiding organizational self destruction in amateur sport or professional h let i es by SIR /CAR.Canadian Journal a) 1pplied Sport Sciency,s', June 1976,1( 2), 111. (3) Moriarty, D. Integrate or disintegrate.Journal of 1/U Canadian .1.ssociation

139 Health, Physical Education and Recreation, May-June1976, 42(5), 23-28. ,4) A paper presented to the Seventy-Ninth Annual National CollegePhysical Education Association for Men Conference, Het Springs, Arkansas, January1976: Moriarty, D. and Guilmette, A. M. SIR/CAR field research in acton. (5) Moriarty, D.;Duthie, J.; and Ragab, M. Change agentresearch:Combining organizationaldevelopment and organizational research. Alanagement by Objectives, May 1975, 4(3), 44-45,

39 - ©E -1 DIFFERENCES IN CREATIVE THINKING AND ABILITYAMONG PREKIN- DERGARTEN CHILDREN IN TWO SELECTED PRESCHOOLSETTINGS: IM- PLICATIONS FOR TEACHER EDUCATION

Investigator(s):Dorothy Westra, Ph.D., Assistant Professor, DepartTit of Education, Calvin College, Grand Rapids, Michigan 49506. Purpose: To examine therelationship between creative thinking andtsv odifferent preschool experiences; and to draw implications for teachereducation, Subjects: 42 prekindergarten children,in their last term of preschool before entering kindergarten, from each of two selected preschools. SchoolA is an experience-oriented preschool located on a farm, School U is part ofa preschool to grade 9 system and is in the same area 01 the city from which School A draws heavily. The children hadall spent more than 6 months in the program they attended. Methods: Analysis ofcovariance was used to determine the relationship betweeneach preschool setting and creative thinkingscores (as measured by the Torrance Test, Thinking Creatively in Action and Nlovomela), and bctmeensex of subject and creative thinking scores. Family background scores computed from parent questionnaireswere held constant. Correlations were done cm creative thinking scores and family backgroundscores in separate areas such as emotional climate, intellectual stimulation, andlevel of family activity.Instruments used included a parent questionnaire andan observation guide designed for the st tidy Duration: Mara 1977=.Septembor 1977.

39-0E=2- READY FOR SCHOOLEMERGENCY SCHOOLAID ACT (ESAA) PROJECT

Insestigatorts):NIftrilyn Segal, Ph.D., Associate Professor; and Earl1-1whes, Assoeiate Prof ossor, Department of Early Childhood17(1,!cation. Nova University, 3101 ollge As curie. 1 ort Lauderdale, Honda 33314_ Purpose: I develop a model tar parent education thatbuilds parenting skirts and enhances elle...fineness In providing readiness expellenees for preschool children who will be attending. integrated schools. subjects: 140 tannlies \nlicluloren,ages 3 to 4. Methods: Fight.' families in Itroward and 4() families inTallahassee, Florida participated in the treatment program. The treatment consists ofan8-month period of weekly visits by a home sisitor,cad' approximately an hourinlength.Each home visitconsists of (I) talking %kith thrparents aboutsignificant parent - child activities that have occurredduring the pre% ious week: 12) helping theparent record ate child's progress init"MChook," a specially desiciwd loose leaf book that includes Nreeklycollections or the child's prodnets and w records of ;he proeress (eQ, oov places he has gone, now people he has luck new word, he has learned, etc.);(3) presenting rot educational toy orgame and shot% ine parents how to use itto develop critical thinking skills: and (4) introducinga

140 fi theme that reflects the interest of 4-year-old children. Alternative activities and projects related to a weekly theme are discussed with parents. The main emphasis of these activities is to stimulate language development and perceptual readiness, and to encourage parents to engage their children in conversations around the theme. Many activities are specifically designed to promote ethnic understanding and a broader outlook on cultural differences. In addition to the monthly visits, several group activities are scheduled throughout the year to bring parents and children together and to familiarize the families with the school where they will attend kindergarten. A control group consisting of 20 volunteer families was contacted and pretested but not serviced. Tests used to measure achievement include the Schaefer Parent Attitude Research Instrument, the)Draw-A-Man Test, the Scott-Foresman Vocabulary Test, and the Denver Developmental S6-eening Test. Duration: July 1976-June 1978. Cooperating group(sk (1)Florida A&M University.(2) Office of Education; U.S. Department of Health, Education, and Welfare.

39-0E-1 PERSISTENCE OF PRESCHOOL EFFECTS: POOLING OF LONGITUDINAL DATA ON EARLY INTERVENTION Investigator(s): Irving Lazar, Ph.D., Chairman; and Virginia Ruth Hubbell, M.S.; and Harry Murray, M.R.P., Research Associates, Consortium on Developmental Continuity, Department of Community Service Education, College of Human Ecology, Cornell Universt, N 135 MVR Hall, Ithaca, New York 14853; and James Peterson, Education Commission of the States, 1860 Lincoln Street, Denver, Colorado 80203. Purpose: To secondarily analyze the systematically pooled original and current follow-up data from the longitudinal early childhood intervention programs ina heuristicin- vestigation of main effects and of interaction effects of various types of interventions; the age, duration, and intensity of the intervention; and the structure and demographic characteristics of the child's family on the child's cognitive and academic development. Subjects: Approximately 1,400 low income children involved in10 original early intervention programs. At the beginning of these various programs, the children ranged in age from 3 months to 6 years. At the present follow-up period they range from ages 9 to 18. Arr,roximately 88 percent are black and 60 percent are males. The children live in seven different areas of the country including the New York City Metropolitan Area, five other urban areas, and two rural areas. Methods: The main data to be analyzed include IQ scores, achievement testscores, standardized socioemotional ratings, school grades, grade placement, and parent and child interview data. Demographic comparability of samples will be determined first_ Parallel statistical analyses of all individual programs will he performed, followed by analyses of comparable pooled data. Subgroup analyses will also be performed for several of the programs which' study similar questions; e.g., curriculum variation. New instruments arc being developed utilizing input from all 10 researchers. They include a parent interview, a youth interview, and a behavioral rating scale conversion instrument. Duration: July 1975-June 1977. Cooperating group(s): Researchers cooperating on the projectinclude Kuno Beller, University of Pennsylvania; Martin Deutsch, New York University;IraJ Gordon, Univers of Florida; Merle B. Karnes, University of Illinois; Phyllis Levenstein, Verbal Interaction Project; Louise Miller, University of Louisville; Francis Palmer, SUNY Stony Brook; Edward Zigler, Yale University; Myron Woolman of- Washington, D.C.; David Weikart, High/Scope Foundation; and Susan Gray, George Peabody College for Teachers. Publications: (I) Palmer, Frank. Has compensatory education failed? (2) Lazar, Irving and Hubbell, Ruth. Research issues in developmental continuity, (3) Research reports are a ailahle from the investigator.

141 39-0E-2 PERFORMANCE AND SELF- CONCEPT OF HIGH SCHOOL STUDENTS IN SMALL CLASSES

Investigator(s): John Sigal Research Director, Department of Psychiatry, Jewish General Hospital, 3755 COte 'et, Catherine Road,Montreal, Quebec, Canada 1-13T 1E2. Purpose: To determine whether placement inclasses of less than 15 students results in academic benefit and/or psychologialconsequences in adolescents. Subjects: Tenth grade students in smakandnormal sized classes of a public high school. Methods: Grades in English literature, Englishcomposition, French, and mathematicswere recorded at the end of grades 9, 10, and\11. Allstudents were in standard sized classes in grade 11. Subjects responded to the MiskirninsSelf-Goal Other Discrepancy Scale at the beginning and end of grade 10. Findings: Students in small classes didpoorer academically in composition and French at the end of grade 10 and in,frenchat the end of grade 11. Negative effects were also noted in the prosocial and general subscalesrof the Self-GoalOther Discrepancy Scale. Duration: September 1972-completed.

39-0F;3 HOME ENVIRONMENT AND THEINTERNATIONAL ASSOCIATION FOR THE EVALUATION OF EllUCATIONAL ACHIEVEMENT(LEA) SURVEYS

Investigator(s): Edward Kifer, Ph.D., AssistantProfessor, Department of Educational Psychology and Counseling, College of Education,University of Kentucky, Lexington, Kentucky 40506. Purpose: To ascertain the extent to whichprocess variables in the home are related to school achievement and affective variablesas measured in the lEA Six-Subject Survey. Subjects: Children, ages 10 and 14, from 17 differentcountries. The sample sizes range froM approximately 1,000to 5,000 per country, subject matter, and age. Includedis a variable that designates the gender ofthe respondent. Methods: Since these are survey data,no control group was included. Persons within countries, however, were considered replications interms of confirming the findings from a particular country. Data from the lEA Surveywere analyzed including three cognitive variables (science achievement, reading comprehension,and work knowledge-verbal IQ), and three affective variables(whether or not the subject liked school, how manymore years of schooling s/he expected, and whether schoolwas a good thing). A variety of statistical techniques were usedi, mainly basedon correlations and regressions. Findings: -As one would oPect, dieprocess variables, given their small number, are substantial predictors of achievement andaffect. It appears as though itis necessary to think of a different statistical ruodello e.splainthe relationships for each age group. Duration: January 1974-January 1978. Cooperating group(s): (1) Spencer Foundation. (2)International Association for the Evaluation of Educational Achievement. (3)Access to the lEA data hank is also available from: Richard Wolfe, Teachers College, ColumbiaUniversity and ivIrs. Douglas Ferguson, Stanford University Library. Publications: A paper presetttcd to the Mas- Planck-lnstltutL for Educational Research, 13crl n, Gernuinv.

142 39-0G-1 YEARS OF TRANSITION: A 3-YEAR FOLLOW-UP PROJECT OF CHILDREN LEAVING THE PACIFIC OAKS KINDERGARTEN PRIMARY GROUP

Investigator(s): Ann Rubendall, M.A., Director, Infant/Toddler Parent Program, St, George's School, 1712 Lila Lane, La Canada, California 91011; and Doris C). Smith, Children's Program Coordinator, Pacific Oaks College and Children's School, 714 West California, Pasadena,.California 91105. Purpose: To assess the highlights or problems of transition into a new school environment after attending an ungraded, open classroom primary unit at Pacific Oaks Children's School; and to determine areas of strength or difficulty shown by the children in the follow-up study over a 3-year period. Subjects: 32 children, ages 8 to 13, who completed second or third grade at Pacific Oaks in addition -to attending atleast 2 years in the Kindergarten-Primary Unit. The 1974-75 sample included 10 children, the 1975-76 sample included 18 children (9 new subjects), and the 1976-77 sample included 29 children (13 new subjects), Methods: The first 2 years of data collection included for each child (I) a conference with Pacific Oaks smile to talk over projections, strengths, and weaknesses of the child participating in his /her first year of. transition; (2) a written form filled out by parents that surveyed their concerns and expectations; (3) an assessment of class environment and initial contact with teachers at the new school situation (Open Space Observation Guide, Ferguson, 1974); (4) three questionnaires (developed for the study by _Rubendall) sent to parents and teachers of the children to assess major areas of transition over the course of the school year, combined, if possible, with three visits concurrently to the classrooms; and (5) the Sell-Esteem Imentoly and Sell Esteem Behaviors Form, Filled out by the child, a parent, and a teacher (Cooperstnith 1967 and 1975, Form B). The third year follow -tip included a questionnaire to parents and teachers once during the year, which was based on findings of the first 2 years and was developed by Rubendall. A control group was used in the third year consisting of a random sample of same sex and age public school students in the same classrooms. Control group children were rated by teachers, Findings: Results for thefirst2 years report on academic skills, ial and Lmojional adjustment, adaptation to school. ild sell -esteem. Duration: 1974-1977. Cooperating group(s): Dewing Foundati,_ Publications:1 Mormation it;.; the investigators.

39 OG-2 REDWOOD FRESHMAN STUDY

Ineshotorts); V.. alter S. 1 cc, .1)., E,,yehologi and Richard Flake Dean of Students. Redv, ()Lid High School. Larkspur, C'alift rnia 94939. Purpose: 10 assess the dimensions of perceived new trends among high school Ireshart an students in (he ;11Vas of attendance, behavior, grades, and attitudes. Sohjecis: Student sample: 59 male and 41 female students randomly selected liom the freshman clay, cut 689. Ihe sample represented 14.5 percent of the tonal class population. reacher sample; Rc..dNvood High School teachers who teach classes speciticallv.or freshman students (e.g., Core English, Introduction to Social Studies). Methods: All attendance data lor students in the sample during the fall semester 1975

wore collected and recorded in two categories: excused and unescused ahscnc,".. 111 respective middle school for each student was contacted and requested to provide attendance data for the previous year (8th grade). Grade point averages %sere computed for semester 1975 tor each sohject.;Fades from 8th grade were requested for each student

143 from their respeyttive middle school ifnot available from cumulative records. Thecom- bined participatiin project team developedthe Redwood Freshman Attitude Survey,a 45- item survey instrument. The itemswere developed to assess attitudes which were seenas affecting freshman students and their behavior inthe areas being Studied. The instrument was designed as a four-point rating scale. The uniformresponse categories to each item of the instrument were (1) strongly disagree,(2) disagree, (3) agree, and (4) stronglyagree. These categories allowed comparison between itemson the basis 'of strength of response. The survey instrument was completed withelectrographie, pencils and scored and analyzed by computer. Except for identifying data, the Teacher Attitude Survey was developed ina similar fashion with input from teachers. Severalof the items were similar to the student survey. Both instruments were field tested and modified priorto administration. Findings: in the area of student attendance,there was a very significant increase in the mean rate of absence in the first semester of high school. Comparedto 8th grade, the mean rate of absence increased by 107percent. Among Redwood freshmen, girls hada higher excused absence rate than boys. However,boys had a higher unexcused rate than girls. The rate of full-day unexcused absenceswas quite small (14.1 percent) compared to full- day excused absences (85.8percent). The studyvalidatedtheinverserelationship between attendance and grades.This wastrueforboth excused and unexcused absence, Students with high grades tendto have low absence, those students with high absence tend to have low grades. Whilepatterns of excused absence appeared to begin in middle school and continue, or increase, in highschool, students with unexcused absence appeared to be a new arid differentgroup. Generally speaking, the freshmen attitudes were those that educators and parents would wish.A strong contrast, or conflict, of attitudes thetsveen students and teachers) on one topic was clearly in evidence. Students,felt thatas freshmen they should be able to choose teachersand subjects, that moving to Redwood High School has been a positive experience, thathaving different teachers and other grade levels in their classes was not a problem, and,finally, that students were not giventoo much freedom at Redwood. On the other hand,teachers felt that a more highly structured program for freshmen would help their transition andadjustment, tighter restrictions should he placed on program changes -for freshmen,and that freshmen students are not prepared for moving from elementary to high school.An important area of agreement bet%een students and teachers related to the relativelylower incidence of marijuana use among freshmen students. Teachers expresseda strong desire for more information (educational, personal, social) about their freshmen students and for more dip. t communication with counselors regarding studentprogress and teacher expectations. Duration: Februat y I'776- continuing. Publications; Information is:Available from the invzigators.

3- -0G-3 THE EFFECT OF SETTING ON THE LANGUAGEBEFIAVIOR OF KINDERGARTEN TEACHERS

Investigator(s): Kelvin Lee Seifert, Ph.D., AssistantHolessor, Department of Educational Psychology, 1.aculty of Education, University ofManitoba, Winnipeg, Manitoba, Canada R3 F 2N2. Purpose: To test the effects of teaching ;learningsettings on specific language tviorsior cif' teachers of young children. Subjects: III teachers-in-training in the F;trly C'laildlicudEducation Certifi yrogram of the I Iniversity of Manitoba. Methods: Observations were made during practiceIeacltirag sessions of tinttarally occurring teaching behavior. Two specific settings comparedtransition times and small group activities. Language helmi -sr of teachers was time sampledevery 10 Ye Ondti riNd

144 into one of six categories of behavior. Chi-square and 1-tests were used to evaluate observational data. Findings: The setting influences teaching behavior in discrete ways, not in an overall global way. Transitions correlate with much more commandinerequesting behavior than do small group actiVities. Duration: Fall 1976-Fall 1977. Cooperating group(s): (1) University of Manitoba, Rese treh Board. (2) University of Manitoba, Early Childhood Education Program. Publications: Today for tomorrow. Journal of Early Citil hood Education Council of Manitoba (in press).

39-0G-4 TOWARD A THEORY OF STUDENTHOOD

Investigator(s): G. deVoss, Ph.D., Researcher in Ecological Settings, Department of Education, University.of California, Santa Barbara, California 93106. Purpose: To study students' interpretations of the schoolingexperience,so that a general theory of classroom ecology may be reached. Subjects: Phase I: 40 elementary school children, ages 6 to 12. Phase IP 150 elementary school children, ages 6 to 12. Subjects for both phases came from low, middle, and high socioeconomic status homes. Methods: Theresearch is nonexperimental, hypothesis - generating,andinvolves ethnographic observation, open-ended interviewing, and areiterativecycle of data gathering, analysis, more data gathering, and reanalysis until the data are valid and reliable. Duration: February 1977-September 1977. Cooperating group(s): University of California at Santa Barbara Social Process Research institute.

39-OH-1 AN EVALUATION OF TWO TYPES OF INSERVICE PREPARATION FOR TEACHING CHILD DEVELOPMENT AND ORIENTATION TO CHILD CARE OC- CUPATIONS IN SECONDARY SCHOOL HOME ECONOMICS CLASSES

Investigator(s): Barbara A. Holt, Ph.D., Assistant Prot Honie Economics Depart- , Louisiana State University, Baton Rouge, Louisiana 7080 Purpose: To determine whether students of teachers who were given step - by-step stractions to use ready made curriculum materials, or students of teachers given a workshop to motivate them to design their own units of study would be more favorably inclined toward child care occupations. Subjects: 900 female ninth grade home economics students:; and 53 teachers from 20 Louisiana parishes. 600 of the students and 29 of their teachers participated in the follow- up_Atudy 1 year later. Methods: There were two experimental and one control groups of teachers, each of whom used one class of Home Economics 1students for the study. All data were collected by questionnaires. Data were analyzed by computer using analysis of variance. Allin, struments were designed for the study, except Rot ter's 1E, Scale and the Torrance Creativity Tests used with teachers. Findings: Students of teachers motivated io design their ctsvt7 study units to integrate child care occupation concepts into child development units sere more favorably inclined and

145 involved in activities leading tos ird childcare occupations both immediately after the unit: of study and 1 year later. Duration: January 1975-June 1977. Cooperating group(s): (I) Louisiana State Department ofEducation. (2) Louisiana Tech University College of Home Economies. Publications: A final report will be available from theHome Eco omies Division of the Louisiana State Department of Education.

H-2 CHILDREN'S CAREER ASPIRATIONS AND CAREERSTHEY ACHIEVED AS ADULTS

111%stigator(s): Ralph C.Preston,Ph.D., Emeritus Professor,C rad tate School of wation, University of Pennsylvania, Philadeiphia,Pennsylvania 19104, Purpose:fu determine (1) the stability of children'scareer aspirations over a 4-) ear period; (2) the tee-distil mid fancifulness of theseaspirations: (3) to what. extent [hoe aspirations are fulfilled; (4) how faithfully aspirationsare recalled in adulthood; (5) what (actors adults attribute to their eventualcareers: and (6) how they rate their satisfaction with !heir careers. !in leek: 13 girls and 11 boys, Iromupper middle class homes, age 10, when they first recorded their itspiradons; age 50, when respondingto follow-up questionnaires. 1kIletliods: Children recorded their career aspirationstwo to four times between ages 10 and 1.-1 Questionnaires were scat to those who could be located,.t age 50. Questious wet,: designed to supply answers to questions listed above.

Duration; December 1937 (Follow-up, January 1')77- .January I

39-0J-1 COLLABORATION BETWEEN TEACHERS AND PARENTSIN ASSISTING CHILDREN'S READING

Inaestig:ttor(s): Jaffna Ti lard, Ph.ft, W. N. Schofield, NI Se., Research Officer; and Jenny Hess/ism, M.Sc., Research Officer, ThomasComm Research Unit, University of London Institute of Education, 41 ItrunswickSquare, London WCIN I AZ, England. Purpose: ro Coster, on an experimental basis, the practiecof having parents hear their children read at home; tind to rnetistre the effecton children's reading attainment. Sithjets: Over 400 children attending six state primary schools in a multiracialv.. king class area of I ondonno selection bysex, IQ, etc. Nlethods: Children were initially testedat age 6 and are being followed for 3 years. Chillit-OinS reading ability is assessed using standardizedgroup tests. There are three experimental groups, cacti containingtwo schools. Schools were randomly assigned to groups. in the first group, parent-teacher collaboration is fostered. Parentsare visited at home and encouraged to hear their children readat home. In the second group, children are 'Itiven extra help with reading in school b!,:t qualified teacher. Hie third group is a control. The reading progress or children is assessed severaltimes over the 3-year period. 'tional and longitudinal comparisonsare to be made using millirem-taw iechniques. Cross-sectional comparisons are being made involvingother cohorts of comparable size. Qualicame esamination of the problems of enhancing home-schoolcohabormion is also being carried out Duration', NI:well 1,76-Nlarch Cooperating group(s): (I) Loeal !Education tulioruy,1 ondon i orough of (2) mr-paHment oiklucaion ;mkt SjCiii;t: ".;AN :1111 f I 1;

M:y.I ". I inici;1;111,1111)..11,1 I 1,111,H,.,

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; IILilt."11, 11 !!!!!!N!!!1!!!!. !! 11!!!1!!!!!II Hilt'

l'111.1`.1111 I H.; I ()( ciii!,;!!!!..111!)!!!chi roc;;!...!, W1111111' `,1!!,!!!!!!!..!.!!!!!I.1!!!!.1!!!!!. !!!!;;; th.!!!!!!!!

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1 I II 1011. MA

1,)75-Nmcintici

;1 !!!!! !!!!!!.! c) PA MORALE AND PERFORMANCE OF SAME AGE PELH TU 'UMW; PARTNERS AS A FUNCTION OF RELATIVE STATUS AND FOUFI'i

Itrkeslilr(ilor(N): 1(t),o,m, 111.D., 11(.11(1; ;Ind liove ir;)(111;itc1-11,1(1ent, Sockt1 antiF.Viii) 11()1V1!il. liii) ict Pt()1(01., t ,i1), 11,.111)11, 1,! ' ICk)lpht, (Ill' 1(1()(1:1 f' h c cc 111,,v ;11111 'iiII' 1111,-,1 illlie(1cpci)(1(.111 v;t11:.;1)1,-; (11 11111

11-1 iic ;,1,01i 111;f1111));i11,'iii ni. 1,111 Ciici tic 1111`, ;1 ccli nn,Clitnnni

hhnh,illi=k1111111, aft' 1/,1nlinn, 111,_ 111, n,111,1L111', 1)1ILCL1 ii1,01114!1.1(t.o.-,-, wink: 1.11t,' t,(1/4()-tliiRk wcrc 1)1(\cccl in

nn.;1111,, c \ ill iii ci iccccciiI I cii 111itnn, !MCC'. cci 1''111-'n1(" 1,1-20,', At(CI (111,.ccii, %":IC 111,1 ("WIMP, COntInkIV(1 1)11k)F111111C(' %%OAK' %VCR' Iii the dat,t, 1/hil ,;111,,kti211011,itifi (1111 pc'! 1t)11i1JMX tclaird icc

111C 112111V It;I, 111C44,101.

11Inn (1,110colH1)11Knti ilJ(d Ii ciii ,1 If (TIlli:;01(ill ii Wed iii IIpor, 1!cIlc rei,u((.1 i.)urtiljiiii:1f111 ii197S-A11011.,1 1077 t)olivratilig group(s): Nattonid tutu() r. ol Welt:1w pav-w( flit:1--,(11111-uNhictiil'svctiolor_tcul

\11;ttiii, N, 11177 c2; I), NI(iralc .1nd ci 1.,cluit11(:L. ;w1, iie(1 ;1 Iiilitic cii(r1;LI ai ci nn, ,H11,1J,

111,,1) , 11i,)1, 11h,1).,1,c1)(irti1ll.ni .(111-111-11 up I.,t 1,),,mmrile,,1 1111,,

(I (Heimme ticcc (1 11cc iL liii tI e(t(inw, hil(11(,1)\\ i i_1111(11in

lam1;i1,1 1 n1,11-41. \Ictlimis: A ,-:Intirmilir; 1 ihull `.1t1c1,11 Didiect IT;t1tIrc Inclii(1! )) ii.(,((lc 111(; (Icyr.e(2 (1 irom 1 11v11,11 \1% it111111,, int ,1,11rc,cc iiniiht' r could I' i'ticilc'ct \,1 idt.111b11 corimilliom 1-11,-,111 /HI ii'. (11 one

01 mow khick I11011'di ;1 of ik.111,-.. Dialcc( Inv, a 10,r on --,-21;,t1 id Icatlitn!

i'llblicatiorp,., A pitr,..r ;;;the milk11 Nicciiii12,American 1;t_Ith..:iti111lo11,1,,L"car,.11

1); ;I 11) 1)c,i),,,,n!, i cc cit 1121,1[1011',11111 hett:ell flio.1,t111(!,r,d diJk_n' 39-PB 2 PERCEPTION AND RETT TNT-It IN CHILD VS READING

InNe-;Iigitit)r \Vickhnid.1`11.1),, andI coiNt fc ol, Deporp-imii oI of C(Hpiecncip,

1,tiripose:I o he proces1/44.,,s pi1/4'()Ivc(I Iii',111.)11t: 111)it'il,.:toltilCOin t'H mid !loot N1cIll)(1s: Inimmitinth ploLcs,dwt appl(mcIt kva,, usodto exanplic tAccli .v,00d ;111(1 poor ( Hutt ;phi pool 1.12,11(1,..r. ilio f);kik of w achiNerpctli ailippiicied riffle, io %.cm1 iii v,ord lik,---.4inpili pic,,cpkicioli, and 11(11011'1d (1,,e(1. I 1,1',11;11 itintim nitli,li1, 1,,qialItIt..*ill,rt k in) 11, 1 il occ-kinP. ,(a)!.+ ()I cpcoilmo pH! pc! 1)t)r.1114)ti:

110 1 11 111',111111c 111(nl. I)(4),n'1111,, it I-Iitalill, 111c1 \\

1,t1,11 pltra",',111".1 Enni-1111tri1,tic I niti/ .iviet(1/,

39 HI J 1-1ILDEIEN'S PREF E6 ENCES IN STORY SETTINGS BETWEENREALISM AN!- FANTASY, PRESENT AND PAST, AND NATIVE AND FOREIGN

1.tphal 111, P11.1),, 1IIIKIJItn,1)1( to CattcluttieSelh)()1 1

dt,,,-,11It tt Tit\ tt,11,, metyltkititith 11)11)4t Itittitititt ( [LLD,. tictmitil 1)1,drici, l'erktittdet, l'entettylvatutt 11"0)-1-1,

l'urinr, t, Lich:111111W MO,le\ eltnnin,--ni,11di111,It.'ncc"irr,,,1111tif-cfr, 111,ii ,11111':= citltla1 w11.1111111 I+1 !HMI t'11111c1.111.1111 In 1-,0Clat \1111"\1111""1%2"(111111drCH11"1111I PrIttle',I, N 1.11VIthlt, a11,)R'S:(1 Ch+,)10:in',11111-11Cni,

.d1 tt11.11 . 1)ttht %%etc ittlakit/eiltti dr:Rmini: the relittion,11httri1,t1;,,,Iii_tetttIt,t,,,chtteil clitonolmt21,:ttl hitellittcht ;hid tetttlith.,;,t iii,. \pH! Arid itrtt

__'ii A t A N D CkM't IN,

rkr-.1-.1) ,111,1 ltrictinitth, D ol , imeni of I holoik , IIli nOfk, (""itlih)rnia, I ,cmic, I()", l'urpost ltt, I -,ett-dt !he dt_t\el,thmtth ,,pdhilt, how ca chtldhottit tilthoitid StifijecN: tt IL.tIhtdi titittthtth hOdN, orient nit 01 I \I, Ord', Crnbet.1(10,1 \ ,CLI (.2 111(1

I 41) changt-, 111 ii 11lit", 1.111p1111111 11 1111 '1142101111r ,t(c:1'1,ri1 ii:piii+.21i:11it 11 11 a 1,iii111111 1)% an analogy

`scpieinhtei i')1()--Scliternhci PY1)

(riturating grottit(s): (I) Puhlic Scivice; II 1)cp,tlinn Itttit dill, L(Itication, :\ .!,! 11,? I

-111L 13:XREATIONAL READING IN FEWEST OF CHILDREN INKINDS REAR THROUGH SIXTH GRADE BY CATEGORIES OF BOOKS AND BYTITLES

ruO: ,% Li I. I n Dalton. d.1) I ,Thif [mem 01

s,,,, I t: \ a78 1871, VII MOM':Iii dc10111-1111C 111 III tat ego! Ictit hookth children in giade, (.1vi garicn through so; ureter to read. tinhjects: childo...iu ages 5 in li111(100-11y 1[0111Sall A11101110 yClitiiiIdltilfiCiS. 100 (11 CaCil sex 1.11 cacti grade level were Included in the population( Children mle inten,aewed indn idually OIi klone-to=one basis Specific categories iii hi..ioks were 11;(vd and the childrenwere wsked to select the categories of books they like iti [cad most. Flic interviewer then read the 55 categories, ',mil the child respondedverbally lie ;;;11,2,,!oik-, he liked to read.I wo-vbav contingencV tattlescic used It) Conlpare SeX, socioeconoilliC slattis, grade level, and individnal readine level inrelation to the categories. Normative data were illSo gathered on each child. Vindings: Seventy-live percent of the childrenwere unahle to identi' by title their favorite hookread to them In parents or teachers, or slated that Weilteachers (lid not read to !hemIii comrdinne caiegorte, there v,as a relationship hcmccn,:;t(iToriec, ot hooks and race. and'101;10121:01101111(stattis Iniration:eptemher 1976-December 1977

30 IMPLEMENTAL:ON OF SCIENCE A PROCESS PPROACH USINGAN INDIVIDUALIZATION APPROACH

insestigattntsl: 1.1 ( /ruler,PILLI 11111C1li Lhic-atiori, iluic'r`iii of oigkt, \ /1101.,, i21;!111602.

PlIrriiiNV: 1,111111'4111-C11i )111.11_fl-11 111 Cle111C1111111, Which 101111111W.11'. i11111i:(111W", ,iii=1111',1 i,.1(111W pC11 ii,'11111C1, iiisii

1i1 ihri111!!11ti:111i -'tiiilc11 Ct111111 I ,01 s t. ions: t. ',cute`.tiltihe 111"1i11111C111", Ul ;he science pik)grzini ,Thiii(li111/Cd It_" \OW') 1.SCri." L:t111111111C(1 'A ith Chtidi s::inc grant, laughi using

1n,111 !lump or hit t,'.c r.rotip nisi! ticlion. ii:;1.11+211111,2[1i i21111i1111, 1,1 imlings:,:nratie results to date indieatc thcic alesonic ad\ artiulcs for the idi\ iklkialtied hocon a comnat 'sou 01 flow mdiiduallied instruction, small group (nip it nem, ,_onn)locd, Spe du at Ps"

KARNES EOU ALP F) ( 0; .Y T.PUCATI UNIVERSITY OF ILLINOIS

NI)..11):itkol»)",,I-)1,1). PH)), (II,1.)c();)(1,1)(111 ()1!--)i)cc1:11 i,)))()(1, In'Thrt)Ici()) ()1))11...1\\',)11),'-)(.1)))()1, 111::11(-1L ()IM 20: and 1r\ I;ti I"), tiI Itmhth (11 11).11 t.:1)1)(-cp,IP), 1(11,1):a, _)(k I() 1)111)),4 l'air/msv: tuft, ;_11)(21 1 1111111111(1w ) 11111:1I.11, ChIldUCH ttliri hail flaltli'If),uii'11 .Ii 3ttt III;'ti'' Litt Icecti Itllii :tlu= tinthe (li,,a(1\-,tn(agQ(1: 1' !H), 1, mil(I 1, f intev,ratoil, ()I Kat .iii)lects: 120 1)(o,,, 13 H. tt -1111. ti( iliv()Ivcd Iii )1(14,2 »11 te ))1()(1(21 1)(-))))())11),, (runt) PRO. (rUtrt CL on())))1cally 111,-.)t11tam)))4)(.1 hockurotiml), ),),11):11 (,)(1)-()11c1i111 a pta",c11()()1 Nielliotis: A11())),,),(hleIalgc(611(11,.11 ),\(,)1c1()cated( Each (tic ,VechslerIII t(111))ence R, and d 'ThLik:1(lic(1 1VOrk, C\PQIICIICUO [1,0;1 V,e1C gilt1101.0(1Intuit ,,Ciwol verc gieil Ihe alit! prr,,mtal (leveloi)tilent. of (he i)atzt -,111;dvx,-.(1 :I.,;111,1\ oimpalkon lSlih Hi- imillatioo Clttln ciffitircli tio[11 ton()\v-tip ))1(1(.11):),)\v111):11)(Nall tarroaahlift t() (11( (1,1()) hank. 111).:1)11.1cai in We anal\ \,111 1 (mIrarp)»» )11data c1111(.1reniii111): Hy() )111 1(..)-oll mo(lel pi-0)1(am,,. Itilv 197(t-.1(Hic 1977.

rtpenilifigg)(1111),(s):(1) 1 11(r...i, (,1) hi!d 1),-,loprrient: ()ince ol" Iillliiarl 1)Fyclopomit: 1)421);tiLinciiIIt1II0)11(i), 11) arIci \Velkirc, Namcr())1,, 1(1).:a1

Re,,1111),).),111 h)' )11(1,,itc41 It»)1, 111111 11 111 II Ili

39 0E-1 PARENTAL EVALUATIONS OF PSYCH(s-HiElei...IONAL REPORIS

ItI41-)1(14)11Ns): RtIrmalaI id \' ):11, Plait 'ill'!Autlim--)aurc), iNidtiAte ,,Adiktic ,ichtn)i and la,, Attlimik \-,),ht,111( Dire)())),l',,v):11(111)pical *vim:Him Da(1). (;1111(11Y(1'( .1m1). I it C1'11. O111()1111;1.. ( ;1)i )11m2.1, () tilt ,(1, 'It, mid (1)..)(ci mu), ),)1m1 11'), ,()))1 1)i)2a), 1),;«,11)))) p,\).-1)(1):)1(1,-,11 1.)11;11 c,(1111;(11,)))), naicnr, ,i1

*Vletilf)()S:l'art2ii(,. had hrotlpht iii iik:)111(iNfiIii I l( Ch,10_111:',H1{Mal Rill. IliON. 17'111:ni 111C ',,ffik:Iii'd4)11 it ir,4:11(W111ii:ai lit. (",1111;ill''fl'Ahh:1) c()11(111(Audht)(k1)0(11 1)-,,,,a:h()1(»211)1)2r11),). ro(iwn):1)., ,111(1 I 1);(1-clu1-)-a1))1h1)), ,:a1c111a(c)1 cad) (tern ()I ()lc (itic),(101111a)re.

R),:c.t11))), p(1,111 Bill- ,11)1)1)). Lailicati()Hal e- !heir Oicir 111+: rinditit!^, parcii;), 1)a111). 1),,,))(11,)((:(1)))_;111()),:t1 caltiarion co 11w Int miliRitionit pm\ idc),. (2) ,h()),inrcic,(,1 111 )(say, 111 Inch lic,." can13 dr) (hcir 1'1)1111»,1(1) f)rohlrur--. (1) 1'If)11)If! -.1nv icrent !CC\ :11M`IiIrt IC, 1 )110)1. 1)oaii4)11: (),:ttrhk2119-:() \ larch 19-

ICI 39 OE 2 LEARNING DISABILITY PROFILES

Inv !alni-is): S\ oboda, M I Associate Piolcssoi, 1)cpartinni)1' Neiliolog\ and ..h.ei!cs, NIcdical Leiner, Vu rt nja Universily, Nlorgantima), \Vest Virginia

I I,r{,4ciiIatic,Ii, academicpertorinance natioplivsical findings, soft signs, and the belia.iial le:tenons tit diddrell NV11.11 slWell1( ,1111'1! II) IIIIIIII)\ eCt)11111011 anti reincdiation techniques. `iinjects: 500 girls mill boys, acres with an intelligen(.e range of mild retardation to were' selected by celeirals. hildren with a variety tit actual and suspect handicaps meri dainagc,risVs (Vert: represented. Nfetholk: Stlhject,, (Very examined by tint' three physicians: a cpLei:tlist in developmental klisidulines and retardation, a pediatric nem ologist, or a pediatric neurologist withspecial expertise in learning (lisidulines and developmental deviations. The children vet',. subjected to a biller v I- -cholinguistic and academie perk-rnance cvaluatit-ms. Parent and (cache' evaluations \yen: t bfainecl via questionnaires. Types oferrors made on tests were analyzed, clam-mid iinalyscs were done on test perforniance, physician, an(iteactler-parent cvalwItions. findings: Specific profiles and related problems are erging for specific iny.tilts. Specific` behavioral (lc( iations, often overlooked, are also more important than realivktd. Diiralitm: January 1972-3 ids, 1977 (Phase I).

39 (11:3 AN INVESTIGATION OF THE EFFECT OF PUBLIC LAW 94-142 "CRITERIA FOR DETERMINING THE EXISTENCE OF A SPECIFIC LEARNING DISABILITY" AS APPLIED TO STUDENTS IN A PRIVATE CLINIC PREVIOUSLY DIAGNOSED AS LEARNING DISABLED

Investigiony(s): Kaye 1 Heiler, Ph Adjunct Assistant Prole -or, 1)epartrnent of Special rilacinion and ( rdcts, lbuyelsii,, of I rasa, 600 Soufli College, Tulsa, 7411)4.

Purpose: I() del/arm c how mans, children cm lenity diagnosed as leainnig disabled in a 1.11e clinii_",citing would be excluded or aCeepred in a public school learning disabilities lc,u11 c,l Ihc ihe formula used as criteria in PUNIC 4,a),y 94-142. ',objects; 22 1,2;ti II* disabled children enrolled in lulsa Llniversily's Stoia C'enter.Sample ,eli.ction was !lased on much :ins with 1(,) and academic test scores administered in thesame veal

`viettids: Publi( pr irw formula lie usedII)(11aVil

1)1;1=-,flo-di,i'alitations Ili,ithad been con-11)1(210J on 11 Inoily areas offilm:- li011ing %ACV( I() the Areas .assessed v.cre academic, perceptual, and I he intc1H!,,-ii(-e measure ChOSCH W;C, (lie Wechsler Intelligence kale for ('hildren. Academic ineaines \Yore the Wide Kiinr.e .A.chleyement l'est, the PeabiodyIn- Aeinevenicni iiid die 'cache Reading lest.

IThoe of lie .72 sitkli-mt-i qualified vithout subject., ridati , the part leariiiin! disability Irani member,. I)iirAtion: November 1976 -March i,177

( °operating, psoup(s): Uni\ cr,,it\- Ieiti ning Centel Publications: Filtered its publie record in7.1 (iener;ii .\ccounting ()nice publication,

1 52 fi A FlNiai 0 1 I N HAI (f---;-1-'

N, IllomI loolde. . Ime,top A ChM" Wm( 1 nintold, L I Ap.o,-mtV)ireci(o, hiPpn inn!(min ( -dm! `t1-...1, P, fd! ICI Al,",', lenmlI ledhli ttd ididnm ILilt ltd Amin' I dp,p. !pun (.1pf.Pnh- l 111-11 11)1(licil iii,:1 11;01 \ 11.1 III !, ;q,,'1-(111.

ilt/yr-f, (N. .wc.. II 1 nfulli-il pi 'ultI. 11110' +.

1 ills V.C1,,,,rili.WAHY 1)11,1-.11.111\ kill; H hillj(11C1I pih:i1 i'1-C'CliC,:)1(!14iiiItlf ;il %%11C1t.: "1)01 it'jf (.)11cHkAi ithil();(iplitr ;Hidoil

ol Alai ,11'11 I liiif t'llit('-.11.111:1 Itic /)Ft..ri.;110 imlflcillcilic(1 1111 0 6.Ncel. 4N044, 1 hC ;in .'Ilila.l111Ir11 1111 I \%111Cli (fie p;treill,,. '1.0. 'dim( tut it, fottditl ;Ind H,

!he P1 2`, dpint.I it-.1111ci1 !Pi(t'olt men p.,;(2np. j--c thid ()etum-ere:A-, in 1-elioni t`Iii,"11111 1+,1-11 1),!:'illill Ow 1)1 1[)juii1,-, v.1111+:1( Wct-c 1)fir.iti(Ftl:It) 1filntitlffffll (1) lime:ini)I (iiifor 11(intlitdpi ()rice (II dn,..11111)itition: 'tpici,;(rmni 1111111( 11),1 !YHInfe. HI Iif 't lr()111 1)1. ji()CIIR'.

39 01-1-2 ON AN- RAININii o11= I'l. FR S:)i\1NEl IN EARLY :aPECIAl EDUCATION

))))0,-.1i).:11)4() `.1 il I .`":11111110)11-,, Phi ) 11111 plit_ id Ilk'

\ 10,1H 111.H I i -,111))N, ICC!, H.11.1C:111..)11. (

MIN -,I! "N 1 'in I)rite. Io't onif.PIL I o ,-onnicientdc,. l,ii tflp,wil 'Alilt-J(1(m t I II 1,

1p ' 11111(`1`is: ic,SCht.IN,-, 11,2 1,11 "I" PICN,..111-1(11 Cdt1C%111011 P10.'1%1111+ in

ortipt.tenciet needed e,cre d ill e.:(levoritt ill 11.111

1\ t1,1101 () 111 1)0111 pl I \ als-_",C11(A)1,.. I(SaCht. I I161`1It`V, cit. :1I'V's 1CV. hieriinftt \\;-it pmel;met tttt(t"plit.ti. A t'llecklp( nt.t'tictlomocientdc". %Id, complied. NI;it-974-E/ecttniller

(. imperiling grtitip(); (I)I I'lhint-c 1)1 dutdlion totII in(fit'dppt.,.. f,( f i .: c of Elcit-,ipodon tn I i anti \\ rI t1111 cifIlOIn 01 iiI r l'r)) t s (3) nIII(tripa l)ttpiirmient iii Ftnied(nm. 1-,(_ Itcpm (mem pi oERVIC'

()DV tfr. CI IILD ,`,NDI Ft01/111..IFS

r Anna tiehroel o, Ph:I ",,,,aiot (INA) None !---trct, Rockville, Islo knot :1.0.c,1_

Artcrikine III,eaui!,,, i i n tie wue tlltl well arc N:r2';!:e171, the type nl ..,e1.0ee', they receive, auto ill,I. Ind jif04'idinr dle SelVICOS. 7fithiedS: A pprWelilLitely I2_.:00 children Wider;We WhO teCeiVe ',erViee' through piihhe child agencies. (..%,.a 11(R) puhhe wellaK.s .,igendiesin 41 stales are being sainpR d. Nlethods: A two-siac probability sanuile has heen :Adopted, in kvlueri a countyor a i.,,rotij) rut (:ontiguou) cotimn.", iti sui veccd in the I tind a ch:ld within a ..'foamyto croup of contiguous counties i,. sin vevcd iii Hie ,,(-Nondstage.1.).;na will he erillccied via a child quesiionnaire. Roth meal office pc:.ono,.:1 will he invo,Ived itithe tiara collection. Duration! 107ri

tffiveratirig grouptsi: ( 'hildren's Bureau; ChildI ),Nelopment; Human Del,- :lopment;I ti1)(.2Nrimoit ()I' Heald),hication, atttl \Velfare. (2) Peat, 7.\13r4,,ack,

39-RD-1 TRANSRACIAL ADOPTION

Inyestigatorts): James , Po.I Padessoi,Institute numinicatiork Research, 2221i Armory, Universit tIrhona,Illinois 6180), and Howard Altston, PILD,, AssociateProless.ir and 1\sisiontDean, School of Social\Vir,-1,,, lJniversity of Maryland, 525 \Vest Redwood tineel. Maryland 21201. Purpose: la trace the development of and :diernat Ivesta a:insracial iidaptionFRA), tut discuss the political and cultural considerationsat IRA; and to examine racial awareness, identity, and attitudes of nonwhite childrenIran I.Ic i,tllc adopted and of their ad.tp(ive ks hite parents and siblings. Subjects: 201 Mine adoptive l a m i l i c s , including Ho , le kill%adopted nonwhite

children, ages 3 to 7: and 7 w.i.te1 1 Mo.I(wic clulk1Rn, dics i() ,)r adoptive parent,. Methods: Case histories, questionnanc-., mid tillersthoths(n:lured and open) were ,ffido, fed...-,tanspeatileainient ineltidedpei,ents,ineans, and elir-sitiale ;inaly.ses. t.indings:fransracialh,adopted nonwhite children andtheirwhite adaptive sihlings -Alcoved no significant differences in ((mar,' or preference for one raoaloroup. Nonwhite children racially perceive as. ,ii.:cuLtici:8 I' do then v,hile siblwes. Duration:I 972=completed. ('ooperating group(s): National Institute or Mental Health,IleIhlt Services and Mental I lealth Administration; Public llealth %Tin anent alI leallh, Education, and Welfare. F-1 ASSESSMENT OF VARIABLES ASSOCIATED WITH SUCCESS IN FOSTER CARE

Iwtestigator(s): Alice James, 1y1.A., Director, Services, Illinois Children's Homo and Aid Society, 1122 North Dearborn Street, Chicago, Illinois (50610. V.urpose; cibtain ',tar prediction,. of ()meow' nd -ft of the related to successful foster care placem 111P1. 'iliee(s: All Children, age'; 0 fio18, in lo-Jer cam :1111111,)11-: Childrill.N 11001C and Aid Society. Frsirrt November 1973 to November 1976 there,.ere between 150 and 200 cases. No..thods: cssment schedules were developvd by thetotalfoster care staff. Four schedule!, ;ire completed by the caseworker within the first .1 months and yearly, They include ;uses illerrt of (I) ilk' witural family, Cl the child, (31 the rosier 'tinily. ard(4) the osier family ith /lorafinn: Novemhet 1971 Colir

31 THE IMPACT OF THE NEW YORK COURT REVIEW OF CHILDRENIN FOSTER CANE: LL.OW-UP REPORT

b irudy Bradley Festinger, D.S W., Associate Prore(,;0r, 'c!iocrI ork, New Y:Irk inoersity, 3 Washington SnAt-ra North, Ney(' York, Ness f'ork 10003. 1-orpose;10 (, ruins the impact 0: the revicv,1,v the New York lionily Court on the movement of children out of foster care. Subjects: 235 children, ages1 week to 13 years placement, who entered foster care For the first time in 1970, who remained in f(b.er care continuously forat least 2 years, and (,010 were in at foster borne or group home when theagency handling [lieu case submitted a petition to the Fanulv Court. Methods: All cases fitting the above sample criteria were reviewed by the Family(ourt by 12 31 /73, Data for Ole follow-up were collected from the Family Court receils andfrom c tiles of the New York City Division of Special Serviixs for Child;m, Department of icial Services. A primary analysis was made usingcross -l; hulatiohs and appropriate statistical techniques. Findino; findings include ittforrnrttinn on children in fostercare, court review procedures, ,vial agency compliance with court orders, amount of surrender andfreeing, child lot stirs" by June 1975, and the impact of the courton children in foster care. 1Don't:10o; .thr. 1975_eompletecl. Cm)perating group(s): (I) New 1rk Fancily Court. (2) New York ('its Division cif Speeiiil cry ices for Children. (3) New "-; o ":(tate Temporary C-itimission on Child Welfare. Publications:1 he impact of the New YorkC. ourt review of children in foster care. A follow-up report (VON If 'e /rim, SememberlOctohor 1976. (s,1515_544.

39-RE-3 REVIEW SYSTEMS FOR PREVENTING UNNECESSARY FOSTER CARE

invesligatons): Eugene Claburn, Pn.D., Director, Foster Care Research Project, Bureau of Research. Planning, and Program Development, Division of Youthand Family (:1-..jces,i South Montgomery Street, Trenton, New Jersey ()8625, Purpose: 're test the effects on ease outcomes of periodic reviews of children in out-ofhome placements. Subjects: 663 children: twvrepresentative cohort: entering supervision of a statewide public child welfare agency. Methods: Data were collected through (I)a review of the literature on foster carecase management and review systems, (2) conceptual clarification, (3) comparisonsof case planning and case outcomes between representative cohorts ofreviewed and nonreviewed oster children, (4) analysis of agency memoranda and internalreports reflecting Inc oeess of planinio; and implementing review, (5) survey of epresenuitive caseworkersand supervisors pactkipating in review and of keyagency admioistrators, and (6) analysis of financial costs and benefits related to ease review. Findings: The common perception that there are large[Jumbo of children in fo°crair because of inadequate case management is not substantiatedby Ie literature often cited in support of it. Also, there is little reason to believe that case re,iewcan compensate for other deficiencies in the system. There arc irreconcilable disparitEamong the purpose of case review, its method, and the nature of child welfare caseworl.; (I) to achieve the purpose of review, the monitoring unit needs enough informationto determine whether the worker is handling, the case properly, whether suggestedimprovements will be effective, and whether the worker carries out instructionsor advice; (2) casework requires skillful exercise of independmt judgment\ in complex decisions basedon bode general practice principles and detailed, often inhebritly ambiguous informationabout a specific case; and (3)the standardized reporting formats and inadequatelyoneratiormnized universalistic decision-making criteria used in review systems donot provide a basis for valid evaluation of the management of individualcases, The New Jersey review system did not have discernible impact on the cases reviewed. Except for differencesattributable to a modest age difference between the reviewed and nonreviewed samples, thecase outcomes of the reviewed and nonreviewed children were virtually identical.Although ease goals reported in case review conformed more closely to abstract child welfarevalues than L.irlier goals for the same recorded in the narrative case records, the review goalspredicted outcomes slightly less well than did the earliercase goals. Caseworkers were generally neutral in their opinions about review, but some feltit had improved their planning while others had felt pressured to report unrealistic goals. Sincecase review did not affect outcomes it was relativelyinexpensive.Sizable amounts of public funds foradditionalser +es and resources would have been required to move large numbers of childrento more desirable

Ditration: July 1975-completed. ooperming group(s): Social and Rehabilitation `service; S. )_)epartment-f Health, Education, and Welfare. Publications: (I)Foster care case review in New lerseAn E solar Ilion of its implementation and effeetc.1977 (280 pp.). (2)Foster care case retie- A critique of concept and method. 1977 (17 pp.).(3)Case reopening: An emergent issue in clnld welfare services.1976 (16 pp.) ,Available from: Social and Rehabilitation Service.

39-RE-4 SUPPLY AND DEMAND FOR CHILD STER FAMILY CARE IN THE SOUTHEAST

Investigator(s): George Thomas, Ph.D., Project Director; RobertBr rd, M.S.W., Project Coordinator; and Shrikant Parchure, M.A., DataAnalyst, Regional Institute of Social Welfare Research,Inc., 468 North Milledge Avenue, P.O. Box 152, Athens, Georgia 30603; and Leonard Pollane, Ed.D., Data Analyst,University of Georgia, Athens, Georgia 30602. Purpose: To develop a feasible plan of action to close thegap between supply and demand for foster care; to assess the current supply of foster familyhomes in the Southeast United States (type,, number, characteristics); to estimate thenature and extent of undetected and

157 tintiiet needs for foster family c cling nal benyeen supply and demand. Subjects: Data sources include (I) 54.41 ollaaals in the eight son:, flIV (i 1. S. Department of Health, Fdneation, )ind Welfare); on!! stratified -enneie of nil entrnin !Oster care programs, eight in each state (one menopolnan, two urban, live rural);and (3) i, 155 foster families and 7,010 foster children in the 64 counties. MethodData were collected via personal interviews of state and county offieials ;tint vie direct mail questionnaires to these sources and the 1,155 foster families.Fostel pan.nts reported the data for foster children. The Regional Institute act Social Wellare Research, Inc. developed the following questionnaires to he used in the projects:survey of state foster care nrograme, survey of county 01(1r1 the and foster child information sheet; Findings: Regarding supply: During the time 1rt the study, lO 212 licensedfoster family homes were serving 3 ,9 Il Hster children in Region IV.Die current sulP0'Y of 10elo family care services throughout the region is highly traditiote. Hie typical foster family home is a financially stable (exclusive of board payments),two-parent (working husband and housewife) household serving essentially nonproblcmatic foster children;i.e., children capable of out-of-home placement adjustments without specialprogram supports. There is little evidence regionwide ofprogram innovation in the direetion of recruiting non traditional types of toster fineries. There ire virtuallyno s(edat)ed foster family service-. tegionwide for mentally and physically handicapped, delinquent, and/or abused childeen, and no organized programs to bale foster parents toserve such children; No state in the region has a differentiated set of standards for licensing specialized foster familyhomes, a clear statement of the roles and responsibilities of foster parents,or a foster parent policy and procedure manual to guide foster parents in the conduct of their work,State.0.1,Jc,rief upon program management is commonly limited to enforcement of minimum licensing standards and the payment of board rates. Coanties exercise widediscretion in such !natters as recruitment, training, the use of standard licensed homes for specializedpur- poses, and establishin2, criteria for case! and program evaluation. Foster parents estimate that they provide over '70 percent of all supportive services (e.g., travel), 70to 90 percent of all counseling/remedial services normally thought to be provided by varioushelping professions, and ;het they subsidize over 30 percent of the total cost ofcare out of poisket. Regarding demand: Projecting study data to 1970census data, the study estimates that 75,097 children, or 6.8 per 1,000, are currently in need ofsome form of out-of-home noninstitutional placement. Among that number, current foster familycare programs detect an estimated 34,369 children,or 3.7 per 1,000. In short, current programs arc detecting an estimated 45.8 percent of total needs, Among detected Children inneed nit foster family home placements, an estimated 7,1 percent,or 2,498 children, were not placed due to the unavailability of standard or specialized foster familyhomes. The total of undetected children in nerd includes estimates of zM,112M Childrenin (Ow income families (AFDC-PA), 16,080 abused and neglected children in non-AFDC-PA homes,and 4,220 institutionalized children with special needs, Among childrennowirlfoster family Care, an estimated 60.4 percent, or 19,293, could be better served in othertypes of placements, including (I) An estimated 12,2 percent of all children incare (N -- 10,283) could benefit from a return to their own home; now, (2) An estimated 9,4percent of all children in care (N = 3,000) could benefit from termination of parental rights/adoptions Fewer:dings. (3) An estimated 14.7 percent (N= 4,691) of all children in care are placed out-ofhome county due to a lack of local standard and/or specialized foster family homes. (4) An estimated 4.1 percent (N e-1,319) of all children now in local t:tandard foster family homes are in need of specialized foster family homes. Additionally,an estimated 38,7 percent of all children in care (N 12,350) have been in care at least 2 1,ieers, and 16.7 percent (N 5,329) have been in care over 5 years. An undetermined miniber of these

8 diddle', could benefit from a soundprogram 01 permanent foster tastily care. Summary observations Regionwide, current foster familycare programs detect an estimated 45.X percent of all children in need of out-of-home noninstitutionalriedplacements. Amour; 1(-.tecied diildten, 7.1 perent arc not placed ?Incto a lack of placement facilities, Among children currently placed, 60.4 percent could profit iromsome other type of placement arrangement. Assuming no change in such program featuresasfunding, licensing, eut nit mem, and training, a 50 percent improvement in detection ofunmet needs coupled ;t improvemeat in replacing children now incare to more appropriate ;11 onnient would yield a doubledperhaps tripleddeficiency in placementresources. ln short, die number of children needing but not gettingfoster family care due to a lack of .1.':Imcs would increase under these conditionsIron' au estimated 2,458 to 7,1;1. rhis -mderscores the observation that increasedefficiency in social service programs ,:quently produces au increase rather thana reduction in service demand and attendant costs. huproyernents in present program detection/replacement efficiency,even at the unlikely magnitude of 50 percent levels, wouldnot in themselves resolve the problem of mino need for standard and specialized foster- family homes.Program modification rowans developing specialized foster familycare programs, utilizing the existing foster family home supply, and tfullt upon a base of increasedprogram efficiency, would reduce tiverall muner need by an estimated 10 to 20percent and unmet need for specialized foster rain l- car, by up to M'') percent. The capacityto modify the existing supply of roster family homes to reduce unmet need is limited by the factthat slightly over 50 percent of current foster parents indicate they would not accept children with specialneeds or severe prohlems. Program expansionand attendant highstartup costswould be required to reduce unmet need below the levels estimatedto be achievable through program improvements and modification. Currently, the demand for foster familycare services dictated by supply; i.e., the number andtypes of children placed are determined by the number and types of homes available. Turning this equationaround to make programs tc,.ponsive to and reflective of demand seems most feasible by implementinga purposefully based plait of ;to improvements, modification, and expansion in that order. Duration: int y 1975-completed. Publications: Supply for (hilar .10s-let- finnilvare in tilt' Southeast. Athens, eorgia: Re;tr nil 11:.1 ilte of `social eti(Ni rch. . v77 :tril moriojJarili).

Inl,estigator(s): Henriettatarbour, B.A., i-Direetor: and 61:1( O'Neill, M.A., Director, Welfare Research, Inc., 112 State Street, Albany, NewYork 12207. Purpose:1 o provide a more compreneasive understanding ofunemployed family he who arc users of day care services. Subjects: 55(1 adults in New York City who receivepubliclyi ended day service. In- depth analysis was done on a subsample of 150 recipients. Niethods: this project focused on day careusers in the most frequently indicated unem- ployed eategin tes: (I I those who seek employment (fora period not to exceed 60 days), and (2) those who engage in vocational traming, Informationon day care recipients (parents), children and families was obtained both from the Agency for ChildDevelopment Resource t utter from interviews with a subsample. The stratified subsamplewas drawn from 2(1 day care centers with the highest frequencies of the populatior.0 interest, Duration: March 1976 -completed. Publications: information is available from the investigators.

159 39 @ #i ILO PROTECTORS

IkIvt.sligolor(s):Jaco 1)11,1)., stincryk()1, hue of Stft LI,,",eloptlieili ;did =0 itjt NCiN York Lny lictiartnient social ti()rvices, 10) East 1611) 14.(4)(11 1 1 I 1, r.--leo; York; Nles, Yolk 104'1. -e; to oNamine the ellcctoclics', olLI111(1 (curt , to ichieving iiilmoved protection for :ihirserl ttndmaltioated children, !Sfilijcvls' 175 funtilies with childicii tinder ageI 6, 110 had hedi re ti) th (id 1(egictryfor(l'hild ;laid NIaltr()ai)imit hv the1)ivision ipecial )1. children, atni.l Qtlasequentiv (Vert refers' ll10 lilt' (Milli':i 111, Nie iii)(IN; tatidditi was taken ()I oes the records til the hild N,Vellar(: Informat:on System and ()Ifice ofi spa) :1l fairs. Based tin tandoin int()rviovs ofchild wdlare staff ..tticl court pet sontiel, ;And )1 clItic)(1 ol plIot),.11n))1.11 271-.:)),c_N,i1 list of ijlieria for data collection ilevic.cd for use in Ow actual reseal-LI), t:inriing.s: Mitch contusion and itoclariavcxhii ratted :() indwidthil )111(.1 1)(),IpvcfunC- lion 01 (he child voitare aryetiey and the lainilvcourt. Duration; l'ehroLtry 1976-,lantiary 1')7;;. Cooperaling groop(s): New York tits1-1(1.nhin Dep;irir Serviccs 01Still tkvelopinem (lid lr ;1111 ti';(0,1 ,;(1-vicfor < 1111,11ot, Divi,,i1,11 orh anti i`vall`.atl,lrt. hiHriwiti thim

DIALUNTION OF A JOINT fit C)i.'S NA ii01" L DEM( ION PROGRAM IN CHILE) ABUSE AND NEGLECT

esligalt r()0 mie 1 losrH 1 1 1 )ir t', i,,r atout and 1; cderiC iligpol). Phi ),, Presidelp kiCV ) Chant-ling;\ ( .1.111

1)(trtio,,c: dotcrwitic (1) ILI 1%i lei_ II ill arnisi),e ici ICuulttl lk.211;tior ;111(1 ,i11115V.1111CO21.1i."(1 (2.) I aceomplhh their ,goads; 13) the 11 ICC; pri'i.iLled; Arid (4) the 1111ract protect `s has,: on their' ,,:oitilininity child .il)us('f systons 6iithjer)ts: i)11 prorecH set nig 2,()00 t,intilit)), 01 nii%(,)(1 Nice it)Ind 0, Ot ).hildreo. hil(freit are )1.L.ncri)11\ airier I.) %Ic1I-Imis:1 he project, (II% Imo tot 111.tilVi,' 1111)(1Sed if I opmonepH: prop am e0,4 pimcd goalideullIicatioll,process 5"'F'_ i71'1 Ikla(ion ,onipolients); ,is,cssinclit itprogram rtoal :ichievement, asst..sment()I' uual achievement, Com- Jah os, child-chow unpack and adult mum.;sumniaiive ea1),,ition wer crillectet1 oil itnd children from the time they entered )1..-atinent 111-0FilIll's 01(011E11 ICI 111111:1110Il, i)Ma 101111;11'10El, ill011(1I 111('S(li " (1CeIVCW &WI OilPrOi)h!lii"IItImp:molting that r.._1-(,(11-1 to ,i1-10)-)e how thesx prohlows ).111)-ing treatment, and data on the ;Thitse,negIeet. ;1(111\nes -%kcte used It) delermwe how dillerem limes ofservices,(liffercillhinds of clients, chang,e,.ini unctioning are related, I)eknied e(),.( datzt \\ ere co11,_,i,,,fl Ircimprop gnat terlv to (1c.tcruttne and atilt C I esuit' I C I ( 0 1 1 1 1 " 1 1 1 0 ( . 1 ' s i t u Ote cticAll\cnc, ofc:1\1,T Iindiugs. prolco ac-IR anti impacts were documented through inwrviews and record searcheson quaricrly siteN. hits to 1`,0,k,0. 11.1CCCSS, nioiect goals.Ivey community :wench:, Here mcer\ie'setl, and (inaluitatoe 'ACH2 ,_(-1Ill.,"(It2dallIlte time 'an

160 I WO I L Month HMI Var. it.1 delerlilllie Change',111 the I hese (lam vci._, !Inked %% ail, project ;0:wimp-, to cleft] mineproject oil [he sqm. Fxperls made tlai, vt,:11. to pi-oicctt, \vliet-Q they revie\vcil I,-,11111,-)itI0) rck:01(1.- Ilh yenerally acceincrl sianiltiott (il qual11;;r, Wailintemenl. 1).t.itatin quality woe ;mho.' with Ilse,-,c1 %Act: 1-01)

add alnhe ticglect .ibilityliIplict,t,t1r,IL 011111)11'W 1111. ii1111 ICI prC11111:11an. 111111 iet,-, ot pro tec.P, on I Iwtt (hoth ;ipd -.Intlthe Liu.tlhv ofeti-o: management litoiects. I ouriitiont 1914-r. r 19 / aatneriiIitig group(s): (1! emled Faintly (_cuter. (2) Ilealth Re,,ourcesArlin mon, 1 f pal-mien( of and Weifart!.

Platil!clii )ris: II Iii1(4I42,;Ind F..VIttl.11111.!1 C11,11I ah(1,:-,(2 aeglei:t programs. Chadror Toithir, Iii of ouhlieafioos 1,, ay-till:1K: it in ktTkelgy l'Ialtrung

DEMONSTRATION OF THE EFFECTIVENESS OF ANATIONAL TRAINING curtructiwro FOR CHILD ABUSE AND NEGLEC1FOR EDUCATION THROUGH LOCAL, METROPOI ITAN, REGIONAL, AND NATIONALLYCONDUCTED ACTIVIlIFE

111NesIigan. :-.1/111 r Negl.: hem E ceptiorialilildren, 19211 A jatior. Dro, Reston, Virginia 22091. l'orpose: To field lest titiniing materialson the idgnii,ti. repor(iitg. and nci'lcct;zinc!II);roiNt tiII C i:oordinationol.training programs, location it, muitity ,csoinces, (.1,lin-ineut of school policies. tinhicets: N.I.elill)e ; 01111111[11IIIV: e(11,1WC1(11,,, vont and pt,hi:10111,as. iethmk: atelirtedthe atuzititluoffourirl ping models oval limic-Aional, to impro !ter's ices Ior ahltscii anil ildren: oilented ccair,,,.", at the local le%el, (2) college of inn\ (ism;prograllis., (3) flallonal eolifere110.7, ,c1)cial (4)0.1111r2I-cft.,-/I)rJ(1111111ktratl)lit/I1)011C1 Illi1(1theLIailIAIIMI (1) 1;6, 1111111ClIKIIC OIC4I1deNigll of fers im)del propanis, %%Inchnot ink Inictrcn and their Illiilie,,but;11,,c) provide Ow mechanism

Atigust 191 tigusi 1977 .

4'0(4)i:rating groupisii till Center lin f. clad Nct hit( Development: Orriee ilfI iiiman Development: I. Dcritrinit, of 11th. Lineation, arid '. gliare

39 -R -I -4 HISTORICAL WIVES-LIG/111011 or T14CHILD PROTECTION MOVEMENT

oestigatort la B. \1.ti. r, Sehtttc1 of s rk, t nivi it% Illinois. 1207 Ore ,?.on Street, I lrhana, Illinois 61801. Purpose: To study the evolution of public socialpolicy in relation to organitud child protection inhe United Stan's and Great Britain:to disco. he sigralicam relationships timong the taci,t and evenni in this movemoni which beganin the laic 19th century: to If identify the immediate and underlying factors that caused child protectionas a social service to develop as it did; and to evolve broad general principles thatcan he applied to recurring situations of child protection. Methods: Archival materials otthe early Societies for the Prevention of Cruelty to Children. early statutes, and early accounts of childhood are being reviewed. A historical method is being used to hypothesise, from a survey of these primarysources, relationships between facts and events that resulted in public social policyon child neglect and abuse. Authenticated historical documents are being studied in order tooterstand them in their own terms and in the light of their own times, and to delineate principles and establish relationships among events in child protection, Duration: February 1977-February 1979. iperating group(s): (1) university of Illinois,Research Board and Center forIn- ternational Comparative Studies. (2) Nov York Society for the Prevention ofCruelty to hildren. (3) Massachusetts Society for the Prevention of Crueltyto Children, (4) National \i,..oelation for the Prevention of'rucltv to E hildren (England).

CHILD ABUSE AND NEGLECT IN MILITARY FAMILIES

Ittvestigt tor(s): Sandia NI. Schnall, M.- ., Research and Planning Specialist, Protect tre, P Social Work Service, Brooke Army Medical Center, Fort Sam

flouston, !,tan Anton , Texas 78234. Porpose: To identify reported rate, demography, case management, and disposition of

riLi Jhu and 1.:01111111111 subjects: Military hunilies suspected 01' ahth.e 110.0CCI who were reported between Oetolvet 1, 1976: nd April 30, 1977 to %,l child protective services or one of the five local military installations. Methods: Data collection included case record reviews, inter e %Yith prim anti attendance of multidisciplinary team inecting^,. \ precoded data schedule tacilitmcd the collection of data in a uniform manner. Duration: September 1976-Niwernber 1977, 'operating group(s): (I)I eNaS State Department of Puhlie ltilef lsocacv a [leers ()I local military installations.

I A. Y DYSFUNCTIOIN CHILD ABUSE AND NEGLECF

inNt, \I.Iinitiellake, . ant hottstu, National L ail 11, of 1.-toctal -;et-%tcc, ( mitotic Ittlivelsit Atimi \Vtulutipion, D.C. 2(064. Purpose:i o CVII1M1C parental 111111A1011111.11 vIII1111 the context of the fatuil\ S strut IA till plo,,,Ical abuse and neglect t:lithircti. t.thiect%: tanultes (served its a public social sets tot: \k-111,1 \I. elk: iLIC1)1111 It\ the commit:1u a needing plottolt c set vice, ..0,11,0, het),,,,tot, toiC 1:11,1L, Rise Identity dctelopnicnt, titt,11 tole poNtlittr, tuc, dud ,111,11, t Luting s11,1[C21t,", cis ',111Cht.,(1 d II Cldi1011,1 iC=,CiliCh ml All Inte! thlratiorl: Niict1)}),r1'1.1_I.; II,

( 1111;1 0,rw.pi,11 -\Hi!, ' 1 I 1: ;1; 39-RH-7 COPING PATTERNS OF THE PHYSICALLY ABUSED CHILD AND THE NEGLECTED CHILD IN FOSTER CARE

investigator(s): Elizabeth NI. Timberlake, D.S.\V., Assistant Professor, National CL:tholic School of Social Service, Catholic University of America, Washington, D.C. 20064. Purpose: To examine the interaction between child and social environment associated with (I) patterns of coping with early abuse and deprivation in parent-child relationships, and C.) patterns of coping with actual parent-child separation and loss; and specifically, to examine the hypothesis th.,. a child victim of physical abuse develops a lifestyle of overt expression of aggression. Subjects: 102 physically :abused and emotionally neglected 6- and 7-year-old chileirea in the foster homes of five public and voluntary agencies. There was a sexual and balance among the 56 children for whom physical abuse was medically documewed prior to placement, among the '6 children for whom emotional abuse was the r on fin placement, and betweeit the two groups. Methods: A correlational research design was used in the explorator, :sun): of dr associa:ion among overt aggressive behavior (dependent variable), stab 1-7 placement, performance in school, and manifestations of depression. bier off- .89 between foster mother and social worker suggested high agreernei obseived behavior. Factor analysis of the 20-item Childhood Social Functioning Im yielded a first factor cluster of nine items with overt aggressive behavior content. Findings: Fifty percent of the abused children, in contrast to 31 percent of the .ed children, had been labeled unmanageable and placed in a second fosi ;tome. \ multiple stepwise regression analysis of the association among overt aggressi e behavior learned aggressive patterns of coping, depressive process, and social situation (school performance, foster !tonic replacement) obtained a Muir; R of .51 (p r .05). Inspection of the two social situations suggested that exposure to the positive feelings of a parental figore (teacher, foster parent) brought to the foster child's consciousness (I) a positive derci for lost inirturance and affection, (2) negative feelings abort past pa.-ent-child expffiences iromoted a negative self-image, and (3) an agc,ressive style of relating to adults

k as learned from parental violence and neglect. That is, the abused child tended to x.ernalore aggression while the neglected child was more likely to internalize aggression. Hie intermix isthatinsocial situations which stimulate concomitant recognition of impulse and depressive process, a child resorts to earlier learned patterns of H*: %.111! aggre Donation: July 197-i-commtnnr.

PublicaCons:-\paper presented ;11 rue ,,ymp inn Child Ahum.: autd Delinquency tiealtle, 11 a lrrrrtn..InIIg77

39-RI8 NATIO:',,AL STUDY ON OFFICIAL CHILL) NEGLECT AND ABUSE REPORTING

Ines Rol ells4,, Ph.D., ciate Director, National Study on 1)flicial child Neglect ar.d :\ Reporting, Chiklr I)iNision, inaiean I lain are ssoeiation, P rt.Ito\ 1319, 1)em Colorado 80201.

Um-pose: I !lc oational e\pclicncc with ch ilea ne.00.1

iniliOdIRtk reported throughatffici.tlstate Channels hilW ietirtr., ICI per raioi s. qtr lannly members in child ncideci and abuse caws. Niciht)th: t cH2 gathered1 -ton) coop ratitne state social :ems .ma'ni'ws. A standard cool !intr.toi `= =mats 0.11nrilled tail each case reported. 1n-depth, more detailed tL1r.t came titints iimml i.nlicilt,niit,.inall, old\ Ira lu iini,inI'I' a,t,N cloy Puerto Rico, and the Virgin Islands. Thesedata were more or less uniform incontent and detail. Other data were supplied by 29states. This information came in cumulative, less detailed form, lacking the uniformity instructure and form of the more specific data. By the end of 19'75, 29 states and territorieswere incorporated into the National Study, and data from nonparticipating stateswere furnishedincumulative form. Forms were processed at the American Humane Associationwhere annual tabular summarieswere prepared. Data for 1974. 1975, and 1976were analyzed. Findings:Results of the 1975 national data indicate that294,796 cases of neglect and abuse were reported. A near 2:1 ratio of neglectover abuse reporting is biased to show a lower than true ratio because (1)seven states reported only abuse eases; (2)no state reported neglect only; (3) all reporting laws madereporting of abuse mandatory--not all make neglect reporting mandatory: and (4) 11states reported abuse and neglect together, withno differentiation. A total of 307.778 childrenwere reported as being involved in reported CaSVNduring the year. There was no significant differencebetween the sexes of the children involved.Ahusers-neglecters were natural parents (82447percent), step-parents percent). e parents (.25 percent), other reltiNes (3,49 percent), andbaby-sitters (.4', percent). Duration: August 197:I-1December 1977. Cooperating group(s):Office or Child Developmctit; Office elfof Human De% elopmen Department of Health, Education, and WcIlarc. Publications:Information is available from the investigator.

39-RH-9 ATTACHMENT BEHAVIORS IN ABUSEDCHILDREN DURING BRIEF SEPARATION FROM MOTHERS

row. Ortman, M.S., Clinical Specialist, Collagei f Nursing, lJniversitNiotf 11t aft, all Lake City, Utah 84112. Address correspond 58 East 2880 South, Lake City, Utah 84109. Purpose:To study the differences in attachmentbehaviors manifested by abu. sed and nonahused children during 1- minute separationfrom and reunion with their mothersas compared to similar separaticfront and reunion with a hnbiwAted nonfamiliarfigure. Subjects: 21 mother-intinu dyads: infantsare ages 0 to 23 months; 14 were abused, 7were nonabused. Nlethods:A quasizeNperulici rat two -group designwas used inv, filch treatment fariables 'sere introduced and ubsetvtttions were made via videotapesregarding the differences hetween groups. Each group was subjectedto the same procedures, Primary treatment i.anahles were separation front and reunionwith both mother and a habituatednon= familiar adult. A modified Ainsworth (1972)paradigm was used to rate behaviors ob- sered. Videotapes were rated at 30- secondintervals by two different raters in a dotibli: blmd situ:mon,1 he percent of lime was measured in which thecriterion val mules occurred. Criterion arrables measuredinclined explorationIron]familiar base,distress, head turning.following, cryingwithseparation,soothing,positivegreeting,differential sod!/.1.11011,and IdeMlidtidllI he data were analyzed using the statistical packagefor the socialsciences. -test,chi square contingencytables, one-way analsis variance ANOvA), Pearson product moment colletakon o:UR:lents woe computed. Findings: I here is a,,ignilicant slillereno2 in ntik:Innen! boliimor,; flychildren ',[tikliAl in Ole twit groups.I ack (It ditilcin hchin. !or; in1),1 mocin iti Anw.sorlh'snonattached mow. nitration: Septccohcc 1'1;5 -,Ions w-

it:0(14,1-min groupo,) nn.1/4:1,,ns itt cilIC-1 HEALTH SERVICES

39-SA- MINOR ILLNESS PATTERNS IN DAY CARE In\ estigator(): !lope Solomons, ,ciate Professor. and Jean Lakin, Associate Professor, College of Nursing; and Nlargaret Weiser, Fd.D., Associate Professor; and Bill Snider, Ph. D., Assoia.- Professor, College of Fducation, Universdv of Iowa, Iowa tfity, Iowa 52242. Purpose:o determine the OM,: adults and children involved in a day care center and the seasonal %ariamow, par tern. Subjects: S4 children, aces 2 Iii years. both sexes, who attend all-day or half-day pi(igrane, the Early ( lijidliod i.futon (. enter of the Ilun,eLdtv of Iowa College ol I Lineation. Niethods: Data arc heimi collected (I) daily ObserN,tlion of childrf-n recorded on the Nlinen levent(Ily, (2) daily -c 1-reportint v taP members, (,) existing health records, and (4) parents' statement,: the iv"Jint rIll:isss Inventory was developed at the iii' VISIIV of Iowa hiI akin. Anselmo, and Solomm: of the instrument needs tuithei checkinui. Data IA he anal/e(1 19--; \

39 SA-2 DEVELOPMENT OF A POPULATION EiASFD CHI! D HEALTL1 PROFILE

loyestigalor(s): Jack Hinson. I'ItI tLIeS0I,chool ofPuhlic Health, Division of anL U it 1111 rthrmbia iii it cf-itlbSth ¼i IL New Li otk, New York 10031_ Purpose:I o hiun .111d des C101) the ( 1!11(1 lIrtiti It Ploule which k"II he used to 1110:',1;t1Fl: tilL health 'N1:111 of ehildren Irom hitIt through earladolescent Methods: A 20-nunwe telephone questionnaire was deNcliified rind iniminedered to the ,,itouthers of children.,site-11 to11. Questions dealt with the heithh ',talus and health heliiivior of the children. the que\tionniiire was pilot tested inI oNoieclo in September I lie Child Il.ihh Profile sstllcotisisi of selected heing used in ic iiiliiiirifticcd:d c2,611).:11iiiit tei iheICtic

hi iinmm% 19S

noperatifie ou-dation ft I. hill ites.elopint

39 SD 1 suoDEN INFANT DEATH SYNDROME

infigftiorii: Ri-Hiid I [ft., :}t:110111)C11II Pdilioloe\

\le,11,:i!le, Pt:MK\ IN,1111.1iaje i III\ IlcrIi\l'elileMd1110 17113.-1. 11tirpo,,e: !nine the of Ow deiith

OnitnOlitt I Po; 11 ill',1,11or, if Ii etIth f: to olnc Methods: Data were collected from neurotransmittersplaced in the central nervous system and carotid body, and froman investigation of specific events in gestation that mighthave damaged the fetal brain and predisposed theinfant to sudden infant death syndrome. Duration: 1973-1985. Cooperating gro ): Chief Medical Examiner, State of Maryland.

33- .f:/2 HEALTH INSTITUTIONS AND THE CHILD

lavestigator(s): Lynne Morgan, B.S., ProjectDirector; and Kent Gummerrnan, Ph.D., Child Health Specialist, Special ProjectsBureau, Texas Department of Public Welfare, John H. Reagan Building, Austin, Texas78701. Purpose: To experimentally evaluatea method of delivering health care information and assistance to primiparous mothers during theirinfant's first year. Subjects: Approximately 150 mothers,age 16 and over; and their infants. The subjectsare primarily from low income families andwere first contacted in a local public hospit,soon after the infant's birth. Methods: Subjects are placed into eitheran experimental or a control group. Caseworkers actively help families in the experimentalgroup negotiate the health care system anden- courage proper health care for the infants. All familiesare evaluated with respect to the infant's developrthaiI..:earns, parental attitudes, parent-infant interactionpatterns, and health care actions takc:- by theparent:: for their Duration: July 1976-11,I..i )7E, Cooperating group(s):41-i'C or Child Development; Ofii:o: Human Development; U.S Department of Health, e::...,cation, and Welfare. Publications: A final repor; - hr nresented to tie! Office Development.

39 -SD -3 PROJECT CARE

Inyestigatorts); Sarah L. Benet, A.B., ProjectDirector; and Harold Goldmeier, Project Consultant, Massachusetts Committeefor Children and Youth, 14 Beacon Street, /706, Bosten, Massachusetts 02108. Purpose: To `tiate an innovativeprogram for drug :ncohol dependent pregnantwomen which includes publication of an annotated bibliography of the literature regardingpre- and postnatal effects, a service directory ofMassachusetts agencies serving ,hosewomen, and three training films for use by healthcare professionals. Subjects: Drug/alcohol dependentpregnant women and health care professionals who provide services to these women and their infants. Methods: During the filst stage of the projectthe staff prepared a bibliography, service directory, and training films. Thiswas followed by workshops for health care professionals to sensitize them to the social, medical, and economicpathology of the pregnant subjects, Findings: There is great fragmentation ofservices where they exist at alt. Thereare virtually no films that arc adequate for workshopsor that adequately deal with symptoms and treatment of drug/alcohol dependent pregnantwomen Duration: May 1976-May 1977. Publications: The Massachusetts Committeefor Children and Yi II will publish ftlidings and sv in disseminate the bibliography, films,and training program. 39 D-4 SERVICES AND NEEDS OF TEEN-AGE PREGNANT GIRLS IN THE LARGE CITIE: OF THE UNITED STATES '19.76

Investigator(s): Hyman Goldstein, Ph.D., Research Biostatistician; and Helen M. Wallace, M.D., M.P.FL, Professor and Chairman, Maternal and Child Health Program, School of Public Health, University of California, Berkeley, California 94720. Purpose: To determine the services to and needs of pregnant teal -age girls in the large cities of the United States during 1976; and to compare these findings with those of a similar survey conducted in 1970. Suhjects7 Departments of Health and Education in 125 large cities of the United States. Methods: A mail survey was conducted of cities that had a census population of 100,000 or ever in 1970. The questionnaire covered topics including (1) the 1974 estimated female population under 20 y- .:cs old, the number in this age group delivering live births, and the number by color cared for in special programs for teen-age pregnant girls; (2) the total cost, sources of funds. and services provided by special programs; and (3) details regarding medical care, contraception, abortion services, special education, social services, special nutrition, and longitudin.d follow-up services available to mother aricinfant, and special problems and unmet needs, Findings: Comparing 1970 and 1976 data reveals that while progress has been made, serious unmet needs of mothers and infants still remain. They are most frequently social and health services, health education for the mother, and similar needs and day care for the infant. Duration: April 1976-1)ccenther 1976.

39-SD-5 ADOLESCENT HOMICIDE

Investigator(s): Linda Carson, M.S.N.; Kenneth S. Solway, Ph.D.; and J. Ray Hays, Ph.D., Texas Research Institute of Mental Sciences, 1100 Moursund, Houston, Texas 77030. Purpose: To determine possible common characteristics among adolescentscommitting

Subjee!s: Girls and boys, ages 12 to 17, who were in the juvenile justice system. Methods: Dula were collected from psychological tests administered 10 the subjects during required testing sessions. Instrumcnis used in the testing sessions included: Interpersonal Checklist; Minnesota Multipha:ac Personality Inventory; Wechsler Intelligence Scale tor Children, Wechsler Intelligence Scale for Children-R, or the Wechsler Adult intelligence Seale; Draw -A-Person; the Rorsch, :h; and the Thematic Apperception 'Fe* Analysis of s ananCe v.as used to alialy/e the data. Duration: October 1976-July 1977. Cooperating group(s): Probation Department.

SE-1 ASSESSMENT OF CONTRAUTTION USE By TEEN-AGERS

investigator(s): Virginn e', s1.A .Assiskot Professor, Department ttfHealth Measurement Sciences, School Pui tic health and `1`rc,rical IVedicine, Tubule University, 1430 Fulane Avenue, New Orleans, Lonisiona 70112. Purpie.c:lo obtain, from teen .igers using coin laecniion rlrvanl i(1 lacims aswcialed vvirlr 11wir decisiiiii 10 tisk'mtaceiThon, Including peiNiMS dC6';i011 Shalcd.

161 subit. Is, ages 12 to Ig, enrolled in the LouisianaFamily Planning Program. The girls' averge age at the start of theprogram was 15.7 years, the average program timewas 11.7 months. Eight' -five percent )f the girlswere black; 85 percent, single; and 61 percent had never been pregnant. 41ethods: l'sing a semistructured questionnaire,teen counselors in seven clinics interviewed iihject paticnis at a revisit insummer 1976. Only 38 percent of t' e eligible subjects kept Respondents, therefore, probablyrepresenthe teen-agers more effectively using contraception. Response frequencyon each questiormaire item and some direct quotations were recorded. Reliability checkson methcid usage responses were done, Findings: Fifty-six percent of the black girls and 12percent of the white girls reported they were not sexually active at the first visit. S':,typercent had discussed the decision to use contraception with a family member. tothers of91 percent and fathers of 51percent of the girls knew they were usingsome form of contraception. Eighty-eight percent of the gills reported favorable family reaction. Duration: July I976- January 1977. Cooperating group(s): (1) Behavioral SciencesBranch; Center for Population Research; National Institute of Child Health andHuman Development; National Institutes of Health; Public Health Service, U.S. l)epartmentof Health, Education, and Wellir I outs tuna Family Planning Program.

FAMILY PLANNING SERVICES FOR ADOLESCENT UNITFfl cTiVrES, EACH STATE AND COUNTY, 1975

sb. Toni Planning Ass , and Julia Bei_ I.Planning nt, Alan Institute, 515 Madison Avenue, New lolls,New York 10022. Purpose: Ni provide statistical documentation foran expanded family planning delivery system capable of serving all adolescents at risk of unwantedpregnancies. Subjects: Family planning agencies throughouttoo United States, 'Methods: Analvses were mad. the typt., and locations ofover 3,100 agencies par- vicipatiatg m the provision of Lt; nly planning services to adolescents.1)itta were obtained through a federal reporting system for familyplanning agencies and through surveys of 'Clitm2S noa partlopalitly, :11 the gOVetilrlleill reporting systeni1 he data included the minimum numher of adolescents l risk of timiyanteid pregnancies on a Lamm,. state ;national le el, the number who Inoic received lanulvplanning servicesI'rcrraa organtied moelanv.,. without ,;ers.i1:0,:. Findings: (il the u! tow nt lhnra ,,C\ active foinAl ulolc,,k:clit,. iu need (Milky )1,11111111g rylv`CS, outs I 1-,'o,000 received services iaa H enty-ho percent (2,900M00) reinamed ss Own( tt. s to organised plain Alt unknown lit, r sit dtosc dt risk u1111/e phyuns,,m for contracepti ices. Duration: Fall 1976 -Fall 1977, Cooperating group(s): Kellogg. Foundation, Battle Publications: himar Nan/um: for ("nitcd .Pict P,)75. Nov Yolk, Nov 1 olk: (;oltiii,k,liet 11110111c, 1977 39-SH-1 SOURCES OF LEAD IN CHILDREN

Investigu or(s): Paul B. Hammond, D.V.MPh.D., Professor; C. S. (lark, Ph.D Associate Professor; L. W. Michael, Ph.D., Associate Professor, Department of En- vironmental Health; and 0. Berger, M.D., Associate Professor, Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, Ohio 45267. Purpose: To determine the relationship between environmental sources lead in inner city children and their blood level conco-r rations of lead. Subjects: 45 children, agesIto 5, recruited from the inner city area of Cincinnati. Iden- tification of subjects was made through examination of the city lead screening program blood level data. Methods: The homes of the children were evaluated for lead hazard on the basis of presence of lead-base paint, condition of painted surfaces, and concentration of lead in interior and exterior dust and in soil. In selected cases, total daily stool collections were made t,or up to 22 days and analyzed 101 total lead content. Findings: All but one of the children in the study had blood lead levels greater than or equal to 50 :TAU. All subjects were found to live in housing classified by thisinvestigation highly hazardous on the basis of lead-base paint availability. Pecal lead excretion from dav-Ili -day was ex( emelv variable elevated fecal lead excretion occurred only

Duration: Nho Pr -.lune 19'7 Cooperating group(s):I) Nationii; 1'1- (iiinclation(2) mewl epartment. INSTITUTION INDEX

uefsio,, Garden California University, Davis. irk. Psychology Department. Department of Applied merit:an I luinane Association, Denver, Behavioral Science, Colorado. Children's Division. 39-R California University, Davis. American Printing House for the Department of Psychology. DB-4 Blind. Louisville. Kentucky. 39=0E-1"'-California University, LaJolla: Ari/ona Community Development for Department of Psychology, 39-1)13-14 Abuse and Neglect, Phoenix. 39=K1- California University, Los Angeles. Ariiona State University, Tempe, Department of Education. Doparunent of Psychology. 39-KJ-1 California University, Los Angeles. Autialian Council tor Ldueational Department of Kinesiology. Research, Hawthorn, V ietoria. California University, Los Angeles. AUSlralia. 39-N13-2 Department of Psychiatry. California University, Los Angeles. Beaver College, Glenside, Pennsylvalli Department of Psychology. 39-P13=4 Department titEducation. 39-D43_9 Califorria University, Los Angeles. Laborat;Iries. NIurray Hill, Grad!! :tie School of Education: Acv Jersey. 39 CA- Marion Ilavies Children's Clinic. It `olldge, Berea,Kentucky. Cai.forni:.= University, Los Angeles, Tdrtillt:Ill of Psychology. 39-0A-5 Neuropsychiatric Institute, 13,rkelev Planning Associates, Department of Psychiatry. 13erkelev, California. 39 -2 California University, Los Angeles. Sciene2s Curt' Stud., School of Medicine, Division of lioul&r. Colorado. = 3A=7 Pediatric Neurology, Department of Bliss mholies Communication Pediatrics, 3 11=6 ululation,I oronto Ontario, 39-0E- 4 California University, San Francisco. Canaila: Medical Center, Langley Porter lhando; tlive altham, Neuropsychiatric Institute. 39-JE-7, -8 Massachusetts. Department k California University, Santa Barbara. Psichology. 39 D-3 Department of Education. 39-0G-4 Briarcliff Public Seho Is, lin:.lin' Calvin College, Grat,d Rapids, Michiga Manor, Nevi York. Pupil sol'Ith'I Srk 4 Department of Education. 39-0E- I Case Western Reserve University, Cleveland, Ohio. School of Medicine. Ca Ii or n ia Ile ce,1)ominguri 1111kDepartment of Psychology. 94113.1 Catholic University, Washington, D.C. California State lkTartment of Boys Town Center for the Study of Collections, Los AngckParole Youth Development. -NC-1 Outpatient Chine. 39 -KS- I Catholic University, Washington, I".1: Californi4 Slate University, Department of Psychology. 1,A-3 one. DcpartilICM of Earl Catholic University, Washington, D.C. ChildhoodI ducarin. NB-I National Catholic School of California State Cmycrsity. Los Angeles of Social Service. ;3'' -R H-6, 39-R11-7 Department ,,1 Special Education. Cedars-Sinai Medical Center, Caluorma*rnersity, Berkeley. Los Angeies, California Thalians In,titute of Homan Development. Community Mental Health Center. -2 ma Ino, ersio., BerheleS, Central Wisconsin Center for the soliedl, piuie health 39- AA 9-5D4 Developmentally Disabled, Madison.39- '-I

= I, chicago University, Illinois. National Denver University, Colorado. Opinion Research Center, LA-7 Department of Special Education. Children's Hospital Medical Center, 39-1A-6 Diocese of Toledo, Ohio. 39-En-5 Boston, Massachusetts. Child Division of Youth and Family Development Unit. Services, 39-FA-5 Trenton, New Jersey. Bureau of Children's Hospital of Eastern Ontario, Research, Planning, and Program Ottawa, Ontario. Canada, Department Development, 39-RE-3 of Psychology. 39-LF-2 'Children's Hospital of Newark, NON Jersey, Child Development Eastern iversity, Charleston. Center, Department of Psychology. -HC -3 39-DH=5 Eastern Michigan University, Children's Memorial Hospi I Ypsilanti. Department of Psychology. Chicago, Illinois. GC-3 39-DE-2 Children's Orthopedic Hospital,Se'attic Educational Testing Service,Princeton, Washinoon, Department of New Jersey, Education Commission of the Hematology Oncology. -4 States, Denver, Colorado. Cincinnati University, Ohio. C'o!legeof 39-AA-10, 39- )F-1 Nledieine, Department of Environmental Health: Departn Fel' Research kistit L. Study of Pediatrics. 39-S of HumanDevelopment, Clark Collect-% Atlanta, Georgia. Yellow Sprins, ON( 39-AA-1 Department of Early C'hildhood Florida State University, -Tallahassee. 39-NO-3 School of Social Work, 39-EF-3 Clark CollQr,2, GC(Irt'i;1. Florida University, Gainesville. kineapon. 39-NG-1 College of Education, P. KY clecLind Stale university, 39-0A-6 Laboratory School. 39-FA- color-ado 1!iiixelsitx% Boulder.Institute Florida University, Gainesville. for 13ehavior,11 Genetics. 39-D13-2 13epartment of Psycholoq, 39-E3 -6 tloirami Universitx, New ''ails, Fort `;iiin Houston,. San AntonioTexas, Nett York. School of Public I lealth, Brooke Army MedicalCenter, Dnision of St teioincilical Sciences. Social Wog; Service, S - Z1-1-5 inncetictit 1'1'1%cl-sit\scoffs. Department of Anthropologs, 394 Cieti,tia Unix ersiiv, Adler' 'onnecocut ersity, Storrs, c'ollege 01 F.:due:Mon. Department of Po, etiology. -0C-5 P13-2 Cleorgia AtIwns, Cornell l'ilixelso. Ithaca. Newl'iii k. Department of Science Education. College of iluiihm Ecology. -P Georgia I:nivi!..ity, Athens, Pcpaitalent of CommuniR Sert.lee Institute of Behavioral Research,. Lineation. 39-PA-2 30- oF=1. 39= 1 -1 Good Samaritar, I lospital,Portlantl. itincil for Exceptional Children. Oregon. Neuroscience Institute, 'irginia. Child Ahuse I rpilk_pNv Center of (-)1..on dud Negiet.,1 Protect. 39-B11-3 ( 'treater Kansas C Ilcalth CreativeI celmological Aids, Inc.. Foundation, tura 11111..liton. Mas.-aehusetts. 39-IC-1 39-GE-3 (jiver School. 'irk, Next York. curaloe wolkslior of mikkaukec, Ilope Farm. isettikin. Penimer-Kiv,inis itielph 1Iniversit, Guetpli,()11tario, I'VI tsion i1'. -15 Canada. Department or Familand Consumer Studies. Ftelavdre talkers:11x, ark. A1,01 Citittniacher Instant Department of Tamilt 'ol'di'- NCt\.. Yntk, i Ncv, ork 3t)-sr- I far% ard University, Boston, Indiana University, Blootrington. Nlas,achusetts. Nldical School. School of Optonietr,. Children's Hospital Medical Center. for Child Behavio rch, far%ard University. 13oston. San Diego. California. 3t-) -J F -(( Nlassachusetts. Is.ledical Se!oi Institute for Research in Human Gr It

yepartmenr. of Pediatrics. Claremont, California. I lar Lin\ crsity, Cambridge, IntaAmericu Research Asso Massachusetts. Department of 'asliinton, D.C. 3 -ND -I Anthropology. M-13 Iowa University, Iowa City. College flarvard university, C.imbridge, Nursing: College of Education. .39 SA = Niassaehuse(ts. Graduate SchoolLit Iowa University, Iowa City. F.:ducaticn. Laboratory of Psychology Department, '=2 1)evelopment, 19-AA-15, 3 o -C-I Scope i.dueational Research Iloart.1 of Guar,'ns, Volk.

Foundation. Ypsilanti. = New 'fork. ink Apostle,: Center, New YE)rk, C3orieral Hospital, Montreal, New York. Prisoner Rcle:H., ()lichee, Canada. Department of Program. 39= \I 1 Psychiatry. SW-2 I lospital fur Sick ChilLI I or .1 lins Hopkins 13tiltiniore, Ontario. Canada. Niarvlaini Center for L,vial vital for Sick Children. liffimto, Organization of Schools. = Dli = I.'" i'..11111(13. lohns Hopkins University. IX.5partnient. 51:1rvland. Departntent of Psvellokiry Jionston University. ftims 1-1,,pkins LInivcrsay, Baltiniorc, College 0k:a tiOil. 'Oar:Ian/I. John F. Kennedy Ision University, lexas. intent 2r Foundation I lospital, of Early Childhood Education. ,ilifornia. C)cp;trtntent of PeLliatrics; lio\kard UniverNitv, \Vashingion. D.C_'. 1)epariment Oh ,tics and ('enter for the Stud\ of 11.indicappcd (i neciili)gy, Childr..ii :Ind Youth. Kansas linivel,itv, La\vrenee. liepottnicnt ilotyardrrikersity. \Vashingion, of Speech P;Iftiology and Audiology.30-1)11-n 1)1-p.irtnientitSocial kVorl:. Kans.is [Ink: ,tv, Parsons. Bureau of !lull tiiikersit. Hull. Fligland. Research. itII.1-1 1)cpartin,:nt of Psvclology. Kent Conno. Cu :med. Kent,nrla I I X Kcilt State University, Kent, Ohio. Holm: Lind Aid Sot:ict pep-m-(111cm of Ps)cliology_ t'llieiwo. Social Sc.rvicc,... 394.1;=1 . Kentilekv t Iniversity, Lexington. Illilltisrni,ersitv, (`(dIcgc tii Flitieati1M, 1)Cparhilla enter, ('enter` for Criiniorit6;11 \ Cli()1011Y. I A _L) :111iiCkY tniversitt., Lexington. Unier,i , College of Nursinv. 30 I G-3 InNtitutc ior Child Uclt,it ior and Development, Departnmit of Special ilkiVi2lIC( NliChig411. it I dueation 3[i_til -16, 3 0I-1 1.0.1i1011 Sclitiitl ( and Illinois'ins'r-1 SCiLlICes ngizinet. Suro,- 1Z< Ira Ccntrc. s Rc:;trvIi on,L,ri'rwo..r-,Ity, Hirlaiill. Intitut,... illm 11N I-Char Thoina s,hool [CH. )-(11-1

Miler,-!.,. FoIrc ILlotc I c3111,itiLi Statk: , fi.tli,It Rolwo. eatII, Hilt\ I.,Jucanon II, urn Fcorionlw, 1),INJ..i nicin ou,siziaa State University, New Orleans. Michigan State University, EastLansing. Medical Center 39 -CC- I Department of Communications, 39 F -1 Luzernc-Wyoming County Nit ntal 11calth Michigan State University, EastLansing, Center # I, Wilkes-Barre, Department of Psychology. 39-MA-I Pennsylvania. Children's Service Michigan University, Ann Arbor. 1-1 Ins-,itute for Social Research. 39-AA-20 Middle School Research Center, N.i rie tIniversity, Orono. Department Indianapolis, Indiana. of Psychology. 39 -OA -6 Minneapolis Children's I lealth r Maine University, Orono. School of Inc., MinncsoL. 39 -LG- Human Development; Department Minnesota University, Minneapolis. of Education. Department of Communication Malmo School of Education, Maln Disorders. 39=n1-1-4 Sweden_ Department of Education. Minnesota University, Minneapolis. !Manitoba University, Winnipeg, Minnesota Center for Social Research9-0A-8 Manitoba, Canada. Faculty Mississippi University, University, of Education, bcpartnicra of Mississippi. Department of Educational Psychology. Psychology. 39-FD-1 Mankato State University, Mankato, Missouri University, St, Louis. Graduate Minnesota. Department of Education School; Office of Research, 9-AA-21 Maryland University, Baltimore. Mohawk Valley Community College, School of Social Work t Rica, New York. Department of Maryland University, College Park. Psychology. 39-EC-3 College of Education, Department Montana University, Missoula. of Early Childhood /Elementary "Apartment of Psychology. 39-1C-3 Education. 39-E11 -4,19-Fit Mary Moody Northern Center for Maryland University, Collie; Park. Childhood Education, College of Education, Institute ft, Galveston, Texas. 39 -DR -1 Child Study. Maryland University, College park. Department of Psychology, 39-DC-4, Nairobi University, Nairobi, Kenya. 39-CA-1 Massachusetts Committee for Children National Center for Statistics and Youth, Boston. (DHEW), Wasaington, 3t) -AA -7 Massachusetts Institute of Technology, National Foundation for Educational Cambridge, Biomedical Engineering. Research in England and Wales, achusetts Institute of Technology, slough, Berkshire, England. thridge. Department of 39-0A-2 9 -0A-3 Mechanical Engineer.ti. 39-GE-5 National Institute of Child Health and achusetts Institute of 'Technology, Human Development (l)UEW), Cambridge. Research Laboratory of Bethesda, Maryland, 39-AA-7 Electronics; Speech Communication National Institute of Mental flealt;i Group. 9-AA-14 (DHEW), Bethesda, Maryland. Adult saelitisetis University, Amherst, Psychiatry Branch, Section on Twin Department of Psychology. 30l 1)I1-8 and Sibling Studies. 39-,, -12 41.1x - Planck - Institute for Psychiatry. N ional Institute of Mental Ilealth Munich, Germany. ;9-EA- I (PHEW), Bethesda, Maryland. Medical Research Council. London, I.nboratory of Developmental England. Developmental Psychology Psychology, t 'nit. 39-GC-4, 39 -1y I National Institute of Neurological and

SLito University, 1 nt.-Nsce Communicative Disorders and Stroke 11LTt of I'ducann. PHEW), Bethesda, Maryland. -A I

174 ai ips inversity, Durham, North Carolina University, Greensboro. Departinka)' tlf tier iology, 1t) -LA -`+ College of Education. 39=11-ci Now Mexi-o University, Aihut-Ietettytit Northern Illinois University, 1)eKalb. ('allege of Education. 39-N13-3 Department of Sociology, 39-K R-2 N Meaeo University, Albuquerque. Northwest Missouri State Univc Department of Psychology, 39-EA-2 Maryville. Guidance/Psychology New Orleans University, Louisiana. Department. 39-DC-5,39-I3C-O Department of Psychology, 39-JE-3 Northwestern University, Chicago, New York City Department of Social Illinois, Medical School, Division Services, New York, Office of Staff of Neurological Surgery. 39-GC-3

Development and Training, Special Northwestern University_,Evanst 11 Services for Children, REEI Illinois, Department of Linguistics; New York City University, New York. Department of Education_ 39-DE-1 Brooklyn College, School of Nova Univerity, Ft. Lauderdale, Education. -IA-1 Florida_ Department of Early Ncw York City University, Childhood Education. City College, Depaitment Studies. 9 NG-2 Oh it. Sate University, C'olumhus. New York City University, N `ark. Department of Anatomy. Hunter College. 39- IA-1 39-CG-2 39-G -7, 39-i New Yr.rk City University, New York, Ohio Slate University, Columbus. Hunter College, Depal :mein of Department of Anatomy; Psychology. 1-2 Depatment of Psychiatry. 39 -1C -1 Ohio State University, Columbus. New York Public Library, New York, 12 New York State University Albany. Department of Psychology and Pediatrics. Department of Psychology. 39- .. Nev, York State University, Albany, Ohio State University, C Iambus. Iduc;itioltal Research and Service Nisortger Center. Center: 39-DD-1, 39 1 State University, Marion. New York State University, Department of Psychology. 39-1)C-9 Downstate Medical Center, Ohio University, Athens. Linguistics Department of Pediatrics. -EA-4 Department. 39-D11-7 New York State University College, Oklahoma State University, Stillwater. Buffalo. Department of F.xceptional Department of Psychology, Old Dominion University, Norfolk, ChildrenI '..4.1mation. 39-1i/ 1 New York State Ilniversity Collet Virginia. School of Education. -0B-1 Oneonta. Department of Ontario ('rippled Children's Center, Toronto, Ontario, Canada, GE-14 l'Alucat ion I. 39- lt1 Y,.,rk State I lniversity Ontario Institute for Studies in Education, Toronto, Ontia io, part mem of Psychology, FC-3 York University, New Y Canada. 'E-14 Oregon University, Eugene, ('enter on Medical Comer. ,G-2 Human Development. New York University, New Y 11 Medical Center, Children's zoo University, Portland_ svehopharmacology Sciences ('enter, School of Ientistry Child Study Clinic, 39=JE-4, 19-111 va Yolk University, iN4CW 4 ark Pacilk Oak, t. Pasadena, Medical Center, Institute of CaliforniaChildren's School 19-()C-1 Rehahilitation rstedieine: 1"-01 (ietlrgt` York University, New Ni k. Nashville. Terinc school of Social Work. Center Pennridge School District. Perkasie, South Dakota University, Vermillion, Pennsylvania. D:partment of Psychology, 39-FE-2 Pennsylvania State Department of Southeast Louisiana Hospital, Mandeville, Public Welfare, Harrisburg, Child Development Center. 39-.1H-4 Bureau of Child Development, )-A413-4 Southeast Mental Health and Rs n Pennsylvania State University, Hershey. Center, Fargo, North Dakota. Infant College of Medicine, Department and Young Children's Department. 39-01+-1 of Pathology. 39-SD-1 Southern California University, Pennsylvania University, Philadelphia, Los Angeles, Department of Graduate School of Psychology. 39-DB-l5, 39-NA-1 Education. 39-0H-2, 3') -PL; -3 Southern California University, Portland State UM\ er its, ter Los Angeles. School of Medicine, Deparment of Psycholo 39-G VI Children's Cancer Study Group. Pro\ itienee Education Departm Southern Methodist University, Dallas, pima," ne Island. 39-0A-12 Texas. Department of Redwood High Lhool, Larkspur, Psychology. 39-DC-2, 39-EC-I California. 39-0G-2 South Florida University, Tampa, Regional Institute of Social Welfare College of Edua, don, 39-GE-8 Research, Inc., Athens, Georgia. 39-RF.-4 Stanford Uniye, Stanford, Reiss-Davis Child Study Center, California, ,lier for Educational Research Stanford.. OS AMR"! California, 79 17 Rhotle Island University, Kingston, Stanford University, Stanford, Department of Sociology. 3') -LA -5 Califorria.-Department of Rochester University, New York, Psychology. -GE-17 Department of Psychology, Stanford University, Stanford, Rocheder University, New York, California, Department of Sociology.39-FA-8 Primary Menial Health Project. 39-, 13 Strathclyde University, Glasgow, Scotland. Roekeielior urmersity. New York, Department of Psychology. 3y- DE13 -16 Nev. York, Rockefeller University Swansea University College, Swansea, Hospital. Wales, United Kingdom. Department _I 1 Rothschild Nlunicipal4 iok aliment of Education. GE-2 Hospital,I Lida, Israel, E -2 Sydney University, Sydney, New South Berkshire Hospital. Reading, Wales, /Australia Departmentof Beclo,hiro, England Audiolon Education, 39-EB-1 Research I.1nit. Synimon Eonndanon, Inc., Marshall Russell Stet! College, California. Synanon Research Department of psvchology, Institute. 3o_DB_5, 39-MB-3 C;ICLISL: , New York. College Si Cloud State Mnincsota, for !Inman Development. FA-4 icp,o-triwntof \ Chill ig St.I 0±,111 I I , I_Cillt1(111,I.1g1:inti. ndsrael Institute of reelinol School of Department tit Ilaira, Israel, Aha Khoushv ITideiniology and Social tichool of Medicine. 39-Fh-2. Mcdicins:. lernple Unkersity, Philadelphia, san 1.raileisco Cieneral Ilosp tai, Pcnns!, unt. ('alifornia. \Veil liak rex;is A & University, College sail I 1.11k.:1:11 Ghoul I)istrict Station. College of Fdtication, Center =I for Career Development and SIP-rk!Li 1.111CP,IIN Oeeupational Preparation, KilVtit111). ['it:FM.1111CM l'`I Department oi Educational IkIk%?1% Psychology.

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,, 11 -III " ') ii ini!).L1rn''f)1 Nutrition. 3' -AA-6 i_leelopment 39-AA-1, 39 -AA -3, of English children 39-AA-I8 39-AA-4, 39-AA-5, 39-AA-6, 39-AA-7, 39-AA-9, 39- A-A-12, 39-A-21, 39-CA71, sity 39-C13-1 39-CF-I, 39.D1317, 39-GF-7, 39-GE-2, cupational therapy 39-GE-3 39417-1, 39-SII-1 Open education 39-0A-4, 39-0A-9 Physically handicapped children 39-AA 22, 39-CG-I, 39-63-1, 39-GC-1, Pain GE-17 39-GC-2, 39-GC-3, 39-GC-4, 39-GC-5, Paraprofessionals 3 11-2 39-GE-I, 3941E-2, 39-GE-3, 39-GE-4, Parenthood edueation MC 1 '_1 39-GF-7, 3941E-8, Parent 39-GEA, 39-GE-10, 39-GE-11, 39-GE-12, participation and education 39 E13 -5, 39-1 A-4, 39-GE-13. 39-6E-14, 39-GE-15, 39-GE-16, 39-FE-3, 39-GE-6, 39-5E-15, 39-HG-1, 39-GE-17, 39-GE-1, 39-GF-2, 39-GF-3, 39-1-111-1, 39-KK-1, 39-1,17-2, 39-M13 -2, 39411-1, 39-LO-2, 39 -011 -1 39-0A-8, 39-0E-2, 39-01-1, 39-017-1, l'iagetian theory 39-DI3-9, 39-D11-II =GP 39-0H-2 39-0A-1, 39-0A-I0 training programs Play 39-EA-3, 39- I ,A -I, -NG-1. 39-NG- Peer learning centers for handicapped childr,-, relations 39-F13-7. -17A-2, 3 7A-6 30 -0 E-8 tutoring 39-PA-2 Pregnancy, See Perinatal factors; Prenatal facto Perception (figure grounll 39 -DG -1 Prenatal factors 39-AA-11, 39-AA-12, 39-Er,=2, Perceptual 39-GE-10, 394E-4, 39-1E-5, 39-SD-3, development 39-CC-3 39-S E -2 motor processes 39-CC-1, 39-CC-3, 39-CG-2, Prisoner tutors 39-0A-I2 39 -CG -3, 39- DI3 -4, 39-DB-6, 39-DG-1, Protection services for children 39-141-3 39-GC-1, 39-GC-3, 39-GE-3, 39-JE-3, Psychoses 391AA-17, 39-1E-8, '39-KS- I 39 -PR -2 Psychotherapy for thelamily 39-LF-1 Perinatal factors 39-AA .3. 39-AA-1 I, 39-AA-12, Public policy 39-1E-5, 39' -SD-3 child protection (U.S. and England? -R1-1 -4 Personality Puerto Rican children 39-LA-4 aggression 39fIH-3 Racial anxiety 39-E1t -2 .- factors 39:NA-I assessment 39 -FA -4, 39 -JC' -2 identity 39-RD-1 Cevelopmcnt 39-AA-I, 39-AA-I2, 39-DB-12, Reading 39-FA-2; 39-EA-4, 39-EA-5, 39-FE-1 assessment 39-01-1 ' cooperation,rcompetition 39-EA-3 disabilities 39-P13-4 'emotional 39-LA-4 interests cif children 39-PB-5 emotional security 39-EA- I parentparticipation 39-0-J-1 of dental treatment 39-EF- skills 39-PB-1 39-EF-3 word perception 39-PB-2 during pregnancy 39-EF-2 Rehabilitalion devices leadership style 39-FA-2 for control of impaired muscles 39 -GE -5 irodel in maternal anxiety 39-EF-1 Reinforcement techniques 39-AA-16 moral development 397EC-2, 39 -EC -3 Religious development 39-NC-_I role taking 39-EC-1 Residential programs 39-.1G-1 self-concept 39-EB-1, 39-EB-2, 39-EB-3, Romanian children 39-S113-1 39-EB-4, 39-EB-5, 397EB-6, )9-EB-7, Rural children,39-151-1-2,-39-.1C23 39 -NA -2 39.-FA-6, 19-0E-2 Phenylketonuria 39-HC-3 Schizophrenia 39-JH-2, 39-KS-1 Physical School desegregation 39-0K-1

- development of motor skills 39-CO-1' Scottish children 39-DB-16 Special education. See Uacation, ,g 'bled childtet 9-(-) Speech S, r t. See Personality. articulation disorders 39-014-3,, 39- DI-1 -4 or olopoient 39-GE-15 nonverbal 394-I14-2 tests 39 -GB-I . n 9- CC-3 therapy'39-D14-3, 39-DH-4 Sec also Communication; Language. Sports 39-EA-3 39-EA-8 programs 39-0D-I .113-16, 39-0D-3, 39- Eli -1, State surveys 39-0A-1, 39-OA-8 '.A- Statistical surveys 39-AA-2, n 39-GC-4 Sudden infant death syndrome 39-50-I if men'ly retarded children Swedish children 39-F13-1 39-I1( Synanon Foundation, Inc. 39-DI3-5, 39 -M I

role ,i9 .113- I, , 19-EE-2 ste 39 -FL)- I Teacher yr ng 39 -FE -2 assessment (England) 39-0A-2 Siblings W , 394E-1, `1J- I, 39-LA-5, attitudes 39-0G-2 39-Li -2,9 RD-I behavior 39-00-3

Skeletal mail aim 39-CE-1 education 39-0A- I I,39-0E:1, 39-1H-1 Skyjacking 39 -iF -3 influence 'on family life 39-M13-4 Small pox vaccine 3' CA-I -pupil interaction 39-GF-3 Social training 39-NB-1, 39-0G-3, 39-QH-2 adjustment 39-E1-49 FE-4 verbal behavior 39-0A-1, 39-0A-10 attitudes 39-FA-7 Technological aids for learning and physically behavior 39-D13-8, 3 39-Ht'- handicapped children 39-0E-3 39-LA-7 Teen-agers. See Adolescents, development 3 i-AA -2:. 39-EA-1 70-`7C-1, Television 39-FE, 39-FE-4, 39 MC-! 39-EC-3, 39-FA-2, 39-FA-5, antisocial portrayals 39-FE-I 39-FA-8. 39-EA-9, 39 -F B -1, 39-F E-1, viewing 39-FF-3 39-FE-2, 39-LA-3, 39-1.C-1, 39-NC-I, violence 39-FE-5 39 -NCi -2 Tests and measures of ventally retarded children 39-11C 2 Ainsworth Scales 39 -EA- I of neonates 39'-FA- )American College Test-Mathematics; Natural functioning 39-FA-4 Science 39-IA-,5 interactions 39-DE33. 39- -A-3, 39-0E-3 Attitudes toward Education Qucstrt nnaire parent-child interaction 3t) -LA -I 39-DB-2 play behavior 39-NG-1 AuditorY',Compiehension of Language Test rules 39-LA -3 39-13H-2 services 39-0E-1, 39-KR- I,39-KS-1, 39-EF-I, Bailey el al. Maternal Questionnaire 39 -EE- I 39 -ND -I, 39-RA-I, 39-RE-I, 39-RE-2, Balthazar Scales of Adaptive Behavior I & 39-RE-3, 39-RH-I. 3-3-R11-3, 39-HC-1 39-RH-4, 39-RH-7 Barber Scales of Self-Regard 39-E8 -5 dies education 39-0A-11 _Bayley Scales of Infant Development 39-EA-5, . Seciucconontic .factors 39 -AA -4, 39-AA-18, 39-ECG -1, 39-AA-20, 39-AA-21, 39-DB-2, 30-DI1-2, Berry-Buktenica Developmental ;Test of 39-NB-2, 39-NB-3, 39-ND-1 Visual-Motor Integration 39 -CC -3 Spanish Behavior Rating Instrument for Autistic and children 39 -NB -I Atypical Children 394E4 -speaking children 39-NB-5 Boehm-Slater Cognitive SkillsAssessment Spatial orientation 39-DB-4 Battery 39-0A-9 Boehm Vest of Basic Concepts 39 AA-2I Early Langliagt. f ioneni 3')-1411-1 Brenner Developmental Test of School Emmerich Personab!"tici .1 OliselAaticn Scales

Readiness 39 ,N13-2 . 39-F-4 Bruncenbrenner Parent Behavio Questionnat Dip:Imam! Basic Ctineept Ink"flry 39-N11- T' 39-MA-I evaluation 39-JF.8 13zoch-Lcague Receptive I xnressikc Emergent Fla3nqd,ectrisf.:S_ m of It ;t Analvi Language Scale 19-GE-I. Caregiver2Infant Ii -action Code 39-1-IG- I for partially hearing children 39-013-1 Carrow Test 39-ft Gestalt Transformation Test 39-DD-2 C'attell Infant Intel. t:, 'cite 39-GC- Global Improvement :Seal: 39-H11-I GoodenoughTlarris Draw-A-Mith 'I' t Child Lichavi(Protil Klist i _-4, .GC-3 C,tin 'ss :anent Chart of _ -3A-1 Childhood Social Functioning Inventory Social Developineut 39-1I; I- t 39-R1-17 I liskcy-Nobraska Testit 1.carning Aptitude Children's Attitudes to -aid the Elderly 39-GC-5 39-FA-7 Illinois Test of I sycholinguistie 9-1-1C-3, 391';13-7 Children's Bella ' _ Inventor) 3 111- 19-AA-2 39,11-1-3 i Individual Cognitiv: Dcniand Schedule Children's Checking Task 39-.111-6 39-GE-I Children's Li hedded Figures 'rest -I Infant Activity Level Che0 fit 39-1-1(1- Children's Personal Data Inventory 39-1E-4 Interpersonal Checklist 39-SD-5

Child , I lealth Profile 39-9A-2 -Involvement Instrument 39-0A-4 Comb ning Objects Test 39-1)D-1, 39-0D-2 efordon Ad Hoc Scale of DcyLiopment Compretg.rifsiveSex Role Seale for (Iiildren 39-A A-21 39=FE-2 kvaraceus Delinquenc roneneo Scale Connet'N Abbreviated Rating Seale 39-.111-6 Conners Parent-Teacher Questionnaire Le3as9t-KPrne'felrredPlaymate Seal, 39-EA-2 39-111-2, 39-111-3 McCarthy Scales of Children's Abilities Conn,trs Teacher Rating Scale 39-I1 -2 39-D13-5, 39 -M13 -3 Cooperative Mathematics Series Algebra I McDaniek Inferred Self-Concept Seal E13-4 TQq 39 -IA -5 MacNeil Cooperation Board 39-EA-3 Coopersmith Self-Esteem Invento -, 9_113-1, Maspline Role Judgment Scifie 39-LA-8 39-FE3-2 Matching Familiar Figures Test 39-111-6 Cranda:' InkHo:will Achievement Mecham Verbal Lanjtiage Development Resptuisibilit!, Questionnaire 39-E13-I Scale 39-GE-I5 Crites A f tio_HQ selde and Competence Test Melamed el (11. Behavior Profile Rating Scale 30-013-1 39- EF- Cross-culture I ' f Cognitive Development Merrill Palmer -Scale of Mental Tosts 39 1E-O

-39,013- I 3 Metropolitan Achievement Test, Prinnyv 1 Culture Fair Inventory 39-1M-4 and II liattaies 39 -N13 -2 Denver Developmental Screening lest 30-0E-2 Metropolitan Readiness Test 39-N13-2 Depression Adjective Checklist 39-IA-I Minnesota Multiphasic PcAonality inventor develooment 39-D13-13, 39-1-IC-2. 39-NA=2, 39-CG-4, 39 -FA -5, 39-SD-5 39 -NCB -3 Minor Illness Inventory 39-SA-1 Developmental Test of Visual Motor Miskim ins Self-Goal Other Discrepancy Seale Integration . 39-0E-2. Differential Aptitude Test (Spite,. Relations, Mooney Problem'hecklist 39-IA- I Abstract Reasoning) 39.1A-5 fv,Toos Family Environment Scale 39-1)13 -2 Draw-A-yon Test 39-0E-2 r Nos Uses Test 39- 1)1) -I, 39-DI)-2 Draw-A-Person Test )(3-SD-5 Open Space Observation Guide 39-0G-I

193 195 Peabody Individual Aelni",,,ement Test Stanford-Binet Intelligence Scale 39-6( .-3 39.M13-1, 39-QF- Stanford-Binet Picture Vocabulary Subtest P,ahody Picture Vocalmlan; I,t. 39-A A -7,1, 39 -J F -7 -Dis-2, 39-D11-5, 39-GE- 39-1111-1, Stanford Children's Scale of llypnotie .1E-7, 39-0A-9 Responsivene,;s 39-0E-17 P.:It:ram-Only Behavior Prot leer Check st Substitute Uses,sTest 19-11 LI, 39-1,E-2 Sin vey of Interpersonal Values 39-11 Piagetian Mathematical C Swayne Pr'eference Inventory 39-PB-3 39-D13-2 Naylor Manifest Anxiety Scale (13endig Form Piagetian Pendulum and Balance Problem 39-EF-1 39-E13-3 Thematic Apperception '1 est 39 -PA -5,

`1,w,enan Pun I ; w j;, 39-SD-5 19-D13-7 Torrance'reativity Test 39-011-1 piagenan Meivairc 39,,t 0 I Torrance '1 Milking Creatively in At tion and Piers -Harris .elf- (`(incept Scale 39 =L. 13-2, Movement Test 39,0E-1 39-13-7 lizgiris-Hunt Scales 39-11G-2 Pollens Maze lest 39-J11-6 Verbal Language Development Seale 39-AA-21 Pr.sehool Attainment Record 39-A-2I Vineland Social Maturity Seale, 39-CG-4, 39-GE- I 39-GC-3, 39-1-111-1, 39 0A-9 Preschool Inventory 39-A A-21 Wechsler Adult Intelligence Scale 39-S13-5 Preschool Language Scale 39-GF-15 Wechsler Intelligence Scale corChildren problem. 39-DD- 39-CC-4, 39-C)F-3, 39-SD-5 Quantitativ Comparisons Pest 39-PA-I Wechsler Intelligence Scale, for Children-R (Raven Coloured Prociessive Matrices 39-D13-2 39-DD-4, 39-CC-5, 39-HC-3, 39-0E-1. Redv.00d Freshman Attitude Survey 39-0G-2 39-SD-5 Redwood Teacher Attitude Survey 39-0G-2 Wechsler Intelligence Scale for Children- Response to Moods and Emotions Pictures Verbal 39-GE-1 39-JE-7 Wechsler Preschool and Primary Scale or Rod and Frame Test 39-DP-2 Intelligence (Vocabblary Sublest) Rorschach Inkblot Test 39-EA-5 Woman Auditory Discrimination Test Rotter IE Scale 39-1V-1-1 39-11C-3 Runner Studies o Attitude Patterns 39-GE- I Wide Range Achiev.:ment Test 39 -GE-1. Sehader Parent Attitude Research Instrument 39 -OF -3 19-017,2 Written Analogical Reasonmg rest 39-DB-9 Schaeffer Clas-room Behavior Survey Therapy Instrumert 39-FR-4 rie 39-1H-1 Scholastic Aptitude Test 39-IA-5 Seott,Foresman Vocabulary' Test 39-OF-2 concept development 39 -DE.- _' Scars Self-Concept Inventory 39-E13-1 Tutoring 39-PA-2 Self-Concept and Motivation ImIlitory Twin studies 39-AA-6, 39-AA-12, 39 -EF3 -2 Self-Estect Behavior Form 39-0G- I Unemployment 39-Rh -I Self-Esteem Inventory 39-0G-.1 Social Dialect Feature Inventory 39-PB-I Values 39-AA-S, 39 -EC 2, 39 -PC' -IA -I, Social Interaction Schedule 19-GE- I 39-MB-I, 39-MB.4 Spache Reading Test 39 -QF -3 Videotapes 39-AA-14, Sperber Interview:, Rating Scale 39-1.*. I:101,114N 39-FE-5, 39-EA-5 Spielbergcr State Trait Anxiety Inventory for Visual Children 39-F13-1 handicap, 39-CC-2 Stanford Achievement T 39-GC-5 imagery 39-CC- 1 1 46 194_ 1I M 19-P11,2 ell;tro qer vic. St t.Suci-1 St' vi Pro') lvfn,. ff Veldi children 39-(i 1:-2, 3)-0, Vocatiuirdi

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CurrentI,ule w_hairls in tilticant ( 1 HWY), Macmillan Intorn-eation, A Uivisienn Puhlishingorporation, Inc., 2I6R Brown Street, Riverside, New Jersey 08075. lhsvertatton Abstracts, University Microfilms, Ann Arbor, Michigan 48103. ((rives synopses at U.S. doctoral dissertations with an annual index.) &It AM-tracts% Deafness, Speech and Hearing Publications, (rallandet College. Witshingtori, 20002. Educational Resook'es Information ('enter (ERIC) supplies currentresearch and research-related limu mat ion to teachers, administrators, researchers, commercial organizations, and others, ER IC includes' I6 clearinghouses or documentation centers, located at universities- and other institutions throughOut the country. Mach. clearinghouse concentrates on a different subject matter area in the field of education. For complete information, wrisx:Director of ERIC, National Institute of cation, Office of Dissemination and resources, Washington, -I). C. 20208, ERIC Clearinghouse on Early Childhood. Education, Publications Office, 805 West Pennsylvania Avenue, Urbana, Illinois 61801, publishes a qua rter!y newsletter; subscription, $2.00. Also available free. a List of Publication, relating to children, ages 0 through 12, veeptional Child ducation /11)s-tracts (quorterly), The Council for Exceptional Children, Box 6034, Mid City Station, Washington, D. C', 20005, Excerpta Medica Foundation, New York Academy of 'M.:7,11(.61e Building. 2 East 103rd Street. New York 10029, and 119-123 Herengracht. Amsterdam C.I he Netherlands, has established an abstracting service on pediatrics. available on a yearly subscript on basis.In addition to abstracts, the Foundation pros des to subscribers,atcost, photocopies and translationsof completearticles,. Health heonomic Studies Information Exchtinr. DivisionerfMedical ('are Administration, Public Health Service, Washington, D. U. 2041#2 Meilieus National Institutes of Health Order i r-u Superintendent of Docusms, L. S. Govern- ment Printing Office, Washington, P. C. 20402. langunge and Language liehavior .41)stracts (qu arterly), Center for Research on Langurrge and Lan- guage Behavior, University of MichOrn, Ann Arbor, Michigan 48104, Order from Subscription Manager, 1,113A, Meredith Publishing Co., 440 Park Avenue South, New Yoi-k.-Ncw York '10016. National Bureau of Child Welfare I ihrary (Voor Kinderbescherming), Stadhoudetslaan 150, The Hague, The Netherlands, publishes abstracts of articles in the fieldfieldof child welfare each month. The articles are in Dutch, but those familiar with the Universal System would he able to understand something about the articles. '1.-hesubscriptionratefor documentation on cardsis30 guilders (approximately $8,40).

197 Ntarition /lbstr rms. onwcalth Bureau of Animal Nutrition,13ucksburn.Aberdeen Alit 9SB, Scotland. Poverty and Human Resowces Abstracts (bimonthly), Institute of Labor and Industrial Relations, university of Michigan-Wayne State llnaN.:rsity, P. 0. Box 1567, Ann Arbor, Michigan 48106: rmhoh,:ical ..1hstracts: American Psychological Association, 1333 16th Street, N.W., Washington, I). C. 2(4)36. Reltahilitation literature, , National Easter Seal Soi v for Crippled Children and Adults, 2023 West Ogden Avenue, Chicago, Illinois 60612. Research in Education (monthly), Computer Microfilm International Corporation, P. 0. Box 190, Arlington, Virginia 22210. Science Information Exchange, Smithsonian Institution, 209 Madison ,National Bank Building, 1730 M

Street, S.W.., Washington, D. C: 20036 provides to qualified investigators, for cc fee, selected abstracts of current research supported by foundation or government grants. The exchange covers suchfieldsas medicine, 'nursing,public health,nutrition, psychology, education, ' anthropology, nn. nt4t1 health, and, intercultural relations, S 1010 ical Ahtracti, 15 Fast 31st Street, New.York, New rk 10016. tclinanol i riol iteraturr hulev (quarterly). Institute for Psychoanalysis, 1liO North Michigan Aver uc. Chicago. Illinois 60601. Annual subscription: $50 postpaid ($55 outside U.S.;. RESEARCH RELATING TO CHILDREN ERIC/ECE 805 West Pcnniylvaniel Avenue Llama, Illinois 0801

Ifyou are currently cnga e,in research on children orheir familieswe would appreciate your cooperation in providing a short summary of your work inclusion in the next issue of Research Relating to Chldren.

The ERIC -Clearinghouse on Earl- Childhood Education has been funded by the Office of Child Development to collect anddissent ilate information on current researchrelating to children and -ex families.Itis the purpose in the cicilringhouse to make such information available to research investigators and others concerned with research in child life.

The instructions on the third page of this form will serve as a guide for your summary. You will, of cours,, Tcceive a lux copy of the issue in which your study appears.

If you know of other researchers whose work might be of interest to the Clearinghouse, please give narne(s) and addiess(cs) below:

Thank you for your cooperation.

Name

Position

INFORMATION Organization and address SUPPLIED BY

ty,/- State

Zip Code Phone ( ) SUMMARY OF RESEARCH PROJECT

TITLE: PURPOSE:

SUBJECTS (Sample): (Please include number. age range, sex, description of subjects.)

ME Ftums: (Please discuss research design: control groups, methods of data collection,research instruments, unique features of research, statistical treatment.)

FINDINOS TO DATE:

DA I F PROJECT INI TIATED. r EST_ IMATED _TERMINAL DA1_

PRINCIPAL INVESTIGATOR(S): DEGRIA . POSITION AND ORGAN I7A FION:

COOPERATING GROUPS: (In the research itself or in the research funding.)

punt !CATION REFERENCES: (If no pt.hlication is planned, please indicate under what conditions data and results will he available.)

200 INSTRUCTIONS rleasc report studies in progress car completed within the last yearthat:

-, i center on chudren or their _familiesinsuch,areasas child growth and development,intelli grim, personality, education,social Ldjustment, family life, physical and emotionaldisorders I education TI rogrorns in thefields of child health, child welfare, or special

Please IX) NOT report:

anirrrttl studies

studies already published in sources generally available inmajor libraries 'across the country

Itstrotion projects unless there is a formal plan forevaluation

regularly collected material such as annual reports, *.work preparatory towriting handbooks; directories

research based on -econda u

201 in 191', the Children's Bureau has cc nsist outiy been concerned with allmattcvs pertaining the welfare of children and child VI.In1948,the

Clearinghouse for Research in Child Life was established within the Bureau specifically to collect acid disseminate info(' ion about current research relating to children.In

July 1970, the ERIC Clearinghouse on Early Childhood EductiPA,part of the

Educational Resources Information Center network, assumed the production of Research

ig Relating to Children. a publication of the Bureau's Clearinghouse for Research in Child

Life. The aims of this publication are 'consistent with the information analysis goals of the ERIC system. Research Relating to Children will Provide information on current research relating to children and their familiestoeducators, researchers and others in the area of chit(/' life who find the need for such a service.

202 Research Relating to Children FJUC /ECE 805 West Pennsylvania Avenue Urbana, Illinois 61801

The following investigators are doing re ..trch concerningchildren or servi4es for children. Send report form-5 to obtaininformation.

Name

Address Zip. Code

Name

Addre Zip Code rName

AddreS Zip Code

Signed

Zip C

*WS. GOVEHNMENT PRINTING OFFICE: 197- 752-040 204 PUBLICATIONS

Research Relating to Children. An inventory abstracts of ongoing or recently completedstudies, published every six months.* Single copies of, the following issues are available without charge from Research Relating to Children, ER IC/ECE, 805 West Pennsylvania Avenue, Urbana, Illinois 61801.

Bulletin 16 (July 1962-January 1963) BUlletin 17 (F;bruary 1963-February 1964) Bulletin 25 (April 1969-December 1969) Bulletin 26 (January 1970-May 1970) Bulletin 27 (June 1970-February 1971) 'Bulletin 29 (September 1971-February 1972) Bulletin 31 (September 1972-February 1973) Bulletin 35 (March 1975-August 1975)

Copies of the tollowing issues are available. for pure hese directly from the Superintendent of Documents, U.S. Government Printing Office, Washington,D,C, 20402 at the prices indicated:

Bulletin 28 (March 1971-February 1972) $1.50 Bulletin 33 (March 1974-August 1974) $2.35 Bulletin 34 (September 1974-FebFuary 1975) $2.50 Bulletin 36 (September 1975-February 1976) $2.50 Bulletin 37 (March 1976-August 1976) $2.70 Bulletin 38 (September 1976-February 1973) $3.25 Bulletin 39 (March 1977-August 1977) $4.00 Bulletin 40 (September 1977-February 1978) $3.75

All issues not listed above are OUT OF PRINT but are available in many libraries.

'The principal investigator of each study receives a frethsopy of the issue of Research'Relating to Children in which his study appears, A free copy of each issue is available to libraries and research centers.

PleagNeport changeraciciress

Research Relating to Children 805 West Pennsylvania Avenue Urbana, Illinois 61801

2 5

From the Orig Eal Docuqen * ********* ********** *************** S DEPARTMENT of HEALTH

From the Orig Eal Docuqen * * ********* S DEPARTMENT of HEALTH